ICT-Enhanced Mathematics Instruction: Basis for Developing District-Wide Information and Communication Technology Training for Mathematics Elementary Teachers of Burdeos Distric

The study focused on ICT-enhanced mathematics instruction as perceived by mathematics elementary school teachers in Burdeos District as basis for districtwide ICT training for teachers. It sought to determine their attitude towards ICTenhanced instruction in mathematics and the factors affecting integration of ICT in the teaching of mathematics. It also determined the significant difference in their responses based on profile variables. Using descriptive research, the respondents were the 120 mathematics elementary school teachers of the district. Complete enumeration was utilized in the selection of samples. The study used a survey questionnaire as main data gathering instrument. The data was treated and analyzed by using statistical treatment such as frequency, percentage, weighted mean, and ANOVA. Based on the results, majority of the respondents were female who were mostly 26-30 years old and 31-35 age bracket and with teaching experience of 4-6 years. All of them do not have certification on ICT-enhanced mathematics instruction and majority have not attended any seminars or trainings relative to the use of ICT in mathematics teaching. Their common views and attitudes towards ICT-enhanced mathematics instruction is that it is a new and innovative way of delivering mathematics lesson, helps develop critical thinking, saves time, and increases productivity of teachers. Factors affecting the integration of ICT in mathematics instruction in teaching elementary pupils in the district are the availability of trainings for teachers, mentor support for the newbie teachers and traditional teachers, teachers’ attitude towards the use of technology, and funding support to enable ICT-enhanced instruction. The needs of the teacher-respondents in the ICT-enhanced mathematics instruction are content mastery and familiarity with the math curriculum, physical setting to support ICT-enhanced instruction, trainings on the different contexts of using ICT in mathematics, professional development through advanced studies among teachers, access to ICT technologies in school, and technical assistance from ICT experts are very much needed to effectively implement ICT-enhanced mathematics instruction in the district. There was no significant difference in the respondents’ responses on the factors affecting the integration of ICT in mathematics instruction in teaching elementary pupils when they are grouped as to demographic profile. There was also no significant difference in respondents’ responses on the factors affecting ICT integration in mathematics instruction.