Author
Gerrah De Juan Andrade
Capiz State University, Roxas City Main Campus
Roxas City, Capiz, Philippines
Email: gerrah.andrade@deped.gov.ph
Abstract
Amid the continuous efforts of the Department of Education (DepEd) to integrate Information and Communication Technology (ICT) in Philippine schools, the DepEd Computerization Program (DCP) serves as a crucial initiative to promote digital literacy and technology-enhanced learning. This study assessed the implementation, utilization, and practices of the DepEd Computerization Program in the Division of Roxas City during the School Year 2025–2026. The study employed a sequential explanatory mixed-method design, involving 98 ICT coordinators from public elementary, secondary, and integrated schools in the Division of Roxas City. Quantitative data were collected using a validated and reliable researcher-made questionnaire and were statistically analyzed using mean, standard deviation, and Spearman’s rho for inferential testing at a 0.05 level of significance. Meanwhile, qualitative data were examined through thematic analysis following the six-phase framework of Braun and Clarke (2006). Results revealed that the level of implementation, utilization, and practices was Very High. Strong, positive, and significant relationships were found among the level of implementation, utilization, and practices of the DepEd Computerization Program (DCP), indicating that effective implementation leads to greater utilization of ICT resources. Challenges experienced in the implementation of the DepEd Computerization Program (DCP) included inadequate infrastructure, unreliable internet connectivity, limited ICT proficiency among teachers, and persistent issues in equipment maintenance and security. Adaptive solutions applied by schools to address these challenges were flexible scheduling and resource sharing, stakeholder and community support, capacity building and peer mentoring, and the utilization of offline and alternative learning tools. Ensuring the long-term sustainability of the DepEd Computerization Program (DCP) requires a combination of strategic planning, technical support, teacher capacity building, and infrastructure upgrades. The Department may implement regular maintenance and technical support systems, continuous ICT training and professional development, inclusion of ICT in school improvement plans, and enhanced connectivity and equipment upgrades.
Keywords: DepEd Computerization Program, ICT integration, implementation, utilization, practices
DOI: http://doi.org/10.69651/PIJHSS0501776
Recommended citation:
Andrade, G. D. J. (2026). DepEd Computerization Program (DCP): Implementation, utilization, and practices. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8625-8639. http://doi.org/10.69651/PIJHSS0501776
Read the full text
References
Alegre, C. M., & Santiago, J. V. (2022). Evaluating DepEd’s digital rise: Utilization of ICT resources in Philippine public schools. Journal of ICT in Education and Development, 14(1), 67–80.
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2020). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 157, 103992. https://doi.org/10.1016/j.compedu.2020.103992
Balinas, E. S., & Encabo, H. P. (2020). Implementation of DepEd Computerization Program in public secondary schools: Basis for policy enhancement. International Journal of Advanced Research in Management and Social Sciences, 9(2), 45–56.
Batugal, M. L., & Tindowen, D. J. (2019). Influence of school heads’ management styles on ICT utilization in classroom instruction. International Journal of Educational Management, 33(4), 750–765. https://doi.org/10.1108/IJEM-08-2018-0252
Bautista, M. C. R. B., & Cornelio, J. S. (2021). Digital learning in Philippine education: Barriers and opportunities in ICT integration. Philippine Journal of Educational Technology, 6(2), 101–118. https://ejournals.ph/article.php?id=16537
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. http://eprints.uwe.ac.uk/11735
Cabansag, M. G. (2020). ICT integration in Philippine education: Issues and challenges. Asia Pacific Journal of Educational Research, 8(2), 45–59.
Cooper, R. B., & Zmud, R. W. (1990). Information technology implementation research: A technological diffusion approach. Management Science, 36(2), 123–139. https://doi.org/10.1287/mnsc.36.2.123
Delos Reyes, R. M., & Cabardo, J. R. (2020). Implementation and utilization of the DepEd Computerization Program in Davao Region. Asian Journal of Education and Social Studies, 8(3), 45–59. https://journalajess.com/index.php/AJESS/article/view/30327
Delos Santos, K. D. C. (2019, November 23). Policy analysis on DepEd Order No. 78, s. 2010: The DepEd Computerization Program (DCP) [Policy analysis]. ResearchGate. https://www.researchgate.net/publication/369889968_POLICY_ANALYSIS_ON_DEPED_ORDER_NO_78_s_2010_THE_DEPED_COMPUTERIZATION_PROGRAM
Department of Education. (2010). DepEd Order No. 78, s. 2010: Guidelines on the implementation of the DepEd Computerization Program (DCP). https://www.deped.gov.ph
Department of Education. (2023). DepEd Order No. 16, s. 2023: Revised guidelines on the implementation of the Department of Education Computerization Program. https://www.deped.gov.ph
Department of Education. (2022). Basic Education Development Plan 2030. https://deped.gov.ph
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2015). Implementation research: A synthesis of the literature (FMHI Publication No. 231). University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network. https://nirn.fpg.unc.edu/resources/implementation-research-synthesis-literature
OECD. (2015). Education policy outlook 2015: Making reforms happen. OECD Publishing. https://doi.org/10.1787/9789264225442-en
Palencia, V. C., Jr. (2022). Performance and practices of information communication technology coordinators in Irosin District. International Journal of Contemporary Applied Researches, 9(3), 1–18. https://ijcar.net/assets/pdf/Vol9-No3-March2022/1.-Performance-and-Practices-of-Information-Communication-Technology-ICT-Coordinators-in-Irosin-District.pdf
Patton, M. Q. (2018). Utilization-focused evaluation (4th ed.). Sage Publications.
Rodriguez, A. L., & Dizon, M. J. (2021). High levels of DepEd Computerization Program implementation and its correlation with school efficiency and teaching-learning outcomes. Journal of Philippine Educational Technology, 12(2), 45–58.
SEAMEO INNOTECH. (2022). ICT integration in basic education in Southeast Asia: Policy review and country highlights. SEAMEO Regional Center for Educational Innovation and Technology.
UNESCO. (2023). Technology in education: A tool on whose terms? Global education monitoring report. https://unesdoc.unesco.org
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as professional learning: A systematic review. Teaching and Teacher Education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001
Villanueva, K. J., & Dela Cruz, R. M. (2023). Extent of implementation of the DepEd Computerization Program in Region VI: Basis for improvement plan. International Journal of Innovative Education and Research, 11(8), 215–228.
Villanueva, T. B. (2023). Localized implementation of the DepEd Computerization Program: A case study of Roxas City Division. Capiz State University Research Journal, 12(1), 33–50.