Abstract
The study determined the educational technology capability of the public elementary school heads, teachers, and learners in Bataraza II District, Division of Palawan, for the school year 2022–2023. Twelve public elementary school heads, 63 public elementary school teachers, and 55 sixth-grade learners served as the study's respondents. The study analyzed the demographic profiles of the school heads and teachers as to their positions, highest educational attainment, and training related to educational technology, and the profiles of the learners as to the ICT resources available and used at home. Most of the school heads in Bataraza II District are full-fledged head teachers, striving to better themselves educationally, and have yet to receive any higher educational technology training. Moreover, most teachers have never been promoted since they entered the Department of Education, have not taken any units in master's degrees; and have not had any higher level of training related to educational technology. Also, most students have cell phones with keypads to communicate with their families, friends, and relatives. The data showed that most school leaders need to do more to help teachers use educational technology to teach in different ways. This is because most teachers do not have enough training, knowledge, or opportunities to use educational technology to help and improve learning. On the other hand, most teachers have limited access to different educational technology tools, which may be attributed to the schools' lack of computer units, power supplies, and stable internet connectivity. Also, most learners need more access to educational technology tools and other devices due to the absence of computer rooms, learning applications, and other computer-based learning opportunities in schools. Most school heads have issues and challenges with the sustainability of ICT services due to insufficient school funds and the learners' limited knowledge of ICT resources due to limited access and exposure to their use and application to the learning process. On the other hand, most teachers have trouble with how well their students know how to use basic ICT tools and equipment because they do not have those remote areas and opportunities to use them. Moreover, most learners need help with the teaching hours spent and hands-on opportunities in using computers and other applications, gadgets, and costly internet connectivity to improve learning.
