ICT in the Context of Education for Quality Outcomes-Based Teaching-Learning Model

This study examined the implementation of the DepEd Computerization Program (DCP) and the integration of Information and Communication Technology (ICT) among elementary teachers in the Philippines to develop a quality outcomes-based teaching-learning model. Using a descriptive research method, the study employed frequency count, percentage formula, and weighted mean to assess the level of ICT implementation and the challenges encountered by the respondents. Findings revealed that most teachers lacked proper ICT training, resulting in low ICT integration in classroom instruction. Key challenges identified included limited internet access, insufficient computer units, absence of ICT training, lack of time due to ancillary duties, and financial constraints for professional development. Moreover, teachers struggled with basic ICT skills such as word processing, spreadsheets, PowerPoint, publishing tools, and email communication. These challenges hindered effective ICT use in teaching and learning. Given these findings, the study strongly recommends the implementation of a structured ICT training program and a quality outcomes-based teaching-learning model to enhance teachers’ digital competencies and improve technology integration in education. Addressing these barriers is crucial to maximizing the potential of ICT in enhancing classroom instruction, student engagement, and overall educational outcomes.