Author
Adolf Yancy R. Morales*
Cebu Technological University -Main Campus, Cebu City, Cebu, Philippines
Abstract
The adoption of Information and Communications Technology (ICT) in the teaching-learning process was conducted at St. Paul College Foundation, Inc. – Bulacao Campus, Cebu City whose related information of the respondents, level of ICT adoption as to hardware and software, the correlation between the identified information and level of adoption, and the challenges faced by the teachers in the adoption were taken. The research study also assessed the level of ICT adoption during the School Year 2019 – 2020 as the basis for the ICT teaching-learning framework. The respondents were the basic education teachers comprising of 41 teachers from the pre-school to senior high school departments who are directly involved in the process of adopting the said technology in the teaching-learning process. Findings revealed that the assessed level of ICT adoption as to both hardware and software details high level of adoption categorized in the level of Infusion adoption based upon FCIT’s Technology Integration Matrix. The related information of the teachers’ does not correlate on the level of adoption of ICT. Whereas, the highest challenge teachers faced on the adoption of ICT was identified to be the lack of facilities and resources, inefficiency of guidance and support from administration, and the insufficiency of financial resources or budget for ICT integration. Subsequently, with reference to the findings of the research study and conclusions drawn, the researcher recommended that an ICT teaching-learning framework for the teachers on ICT adoption be implemented for the sustainability and continuous improvement on the level of adoption of ICT.
Keywords: Information and Communications Technology, ICT adoption, descriptive-correlational research, Cebu, Philippines.
*Corresponding author / Email: ayanzmorales@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031522
Recommended citation:
Morales, A. Y. R. (2026). ICT adoption in the teaching–learning continuum. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 4092-4107. http://doi.org/10.69651/PIJHSS05031522
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