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Published in
Academic Frontiers
Information and Communication Technology (ICT) Tools for Elementary English Teachers
Academic Frontiers, 2(5), 336-349, ISSN: 3082-4400, 2026.
Recommended Citation:
Dejan, A. A., & Maghuyop, A. Z. (2026). Information and Communication Technology (ICT) Tools for Elementary English Teachers. Academic Frontiers, 2(5), 336–349. https://doi.org/10.5281/zenodo.20461124
Author(s)
Dejan, Alfie A., Maghuyop, Alicia Z.
Abstract
This study aimed to develop and evaluate an ICT tools training design to enhance the ICT literacy skills of English teachers, particularly in the areas of technical skills, information skills, communication and collaboration, and creativity and problem-solving. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and guided by the ADDIE instructional design model, the study addressed the growing demand for effective integration of digital and AI-assisted tools in English language teaching. A quasi-experimental research design with pre-test and post-test measures was employed. The respondents consisted of fourteen (14) English teachers from selected elementary schools in the Surigao City Division. Data were gathered using researcher-made questionnaires, and ICT proficiency tests. Descriptive statistics, the Wilcoxon Signed-Rank Test, Kruskal–Wallis Test, and Post Hoc Dunn’s Test were used for data analysis. Results revealed that before the training, teachers demonstrated a satisfactory to approaching proficient level of ICT skills, with relatively lower competencies in communication, collaboration, creativity, and problem-solving. After the implementation of the hands-on ICT training teachers’ ICT proficiency significantly improved across all skill domains, reaching an outstanding and highly proficient level. Statistical analysis confirmed a significant difference between pre-test and post-test scores with large effect sizes, indicating the strong effectiveness of the training design. While no significant differences were found in teachers’ perceived ICT literacy when grouped by age, sex, and number of ICT trainings attended, significant differences emerged in selected domains when respondents were grouped according to length of service, particularly in technical skills and creativity and problem-solving. The study concluded that a well-designed, contextualized, and hands-on ICT training program effectively enhanced both foundational and higher-order ICT literacy skills of English teachers, regardless of most demographic variables. The proposed training design serves as a practical and replicable professional development model for strengthening ICT integration and promoting innovative, technology-enhanced English instruction in elementary schools.
Keywords
ICT literacy, ICT training design, English teachers, ADDIE model, TPACK framework, quasi experimental study, digital tools, AI assisted instruction
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