Information and Communication Technology (ICT) Readiness and its
Integration to Teaching and Learning Process among Private High Schools
Abstract
This study was designed using quantitative-correlation approach to
determine the level of readiness in Information and Communication
Technology (ICT) in terms of hardware, software and connectivity among
five target high school teachers and the extent at which teachers
integrate ICT in classroom teaching in terms of planning and designing
learning environments; teaching, learning and curriculum; and assessment
and evaluation. Furthermore, this research also identified significant
difference of ICT readiness and ICT integration between gender.
Moreover, the study explored whether there is a significant relationship
between teachers’ ICT readiness and ICT integration in classroom
teaching. Findings revealed that the level of readiness of teachers in
utilizing ICT is very ready and the extent of integration to classroom
teaching is often. Furthermore, findings revealed when data is grouped
by gender, there is a significant difference in teachers’ ICT readiness
but none is found in integration of ICT in the classroom. Moreover, a
significant relationship was found in the readiness of teachers’ in
using ICT and its extent of integration in classroom teaching.