THE USAGE AND INCORPORATION OF ICT FOR INSTRUCTION IN ALABAT ISLAND

The current research shall deal with the perceived assessment on the usage and incorporation of ICT for instruction in Alabat Island. Results show that majority of the respondents belonged to the age bracket of 36- 40, are females, with Teacher-I position, are College Graduate and teaching from 6 - 10 years now. On the results for the usage and incorporation of ICT for instruction in terms of instructional plan, majority of the respondents agreed that when they design their lessons, they consciously select instructional materials based upon knowledge of their learners‘ developmental needs and learning styles and they consciously consider how to build upon their learners‘ existing knowledge and experiences. On the results for the usage and incorporation of ICT for instruction in terms of instructional delivery, majority of the respondents agreed that during each lesson, they vary the size and composition of learning groups to be more efficient member. On the results for the usage and incorporation of ICT for instruction in terms of assessment and evaluation, majority of the respondents agreed that ICT provides much faster phase of teaching than conventional method. On the results for the challenges of the teacher respondents in the usage and incorporation of ICT for teaching, majority of the respondents viewed that lack of internet connection to support lesson details was a moderate problem. For the result on the analysis on the differences in responses for the usage and incorporation of ICT for teaching in Alabat Island when grouped according to demographic profile, there was a significant difference in the teacher-respondents‘ responses on the usage and incorporation of ICT on instructional plan, instructional delivery, and assessment and evaluation when they are grouped as to sex. There was a significant difference in their responses on technological-pedagogical knowledge and challenges encountered in the usage and integration of ICT when they are grouped as to rank. There was a significant difference in their responses in their responses on technologicalpedagogical knowledge and usage and incorporation of ICT in terms of instructional delivery and assessment and evaluation when they are grouped as to educational attainment. Meanwhile, age and length of experience are variables not affecting perceptions on the usage and incorporation of ICT in teaching.