Abstract
The purpose of this research was to determine the level of Information & Communication Technology (ICT) Practices of 83 teachers in Villaverde District, Division of Nueva Vizcaya, as well as to identify the challenges they encountered in using technology in the teaching-learning process and determine if there are significant differences on the ICT practices of teachers when grouped according to demographic profiles. The mixed method, particularly the sequential explanatory design, utilized a questionnaire as a data collection tool followed by an interview. Findings showed that most of the elementary teachers are middle-aged, with units in Master’s, with more than 20 years in service, and most of them did not have technological advancement training. ICT practices of teachers in the Villaverde District were moderately practiced. There were significant differences in ICT practices among the age groups and length of service groups of teachers, but there was no significant difference in ICT practices among the educational attainment groups of elementary teachers and technological advancement training. Time constraints, lack of resources, lack of knowledge, and internet accessibility are the common challenges encountered by teachers in integrating technology into the teaching and learning process. Based on the findings of the study, contextualized learning and development will be proposed to address the challenges encountered by teachers in integrating technology into the teaching-learning process.
