International Research Organization and Academic Publication

Abstract

Background. Information and communication technology (ICT) can expand access to learning, support interactive
pedagogy, and strengthen school administration, but remote and resource-constrained schools continue to face device,
connectivity, and training gaps. Objective. This study assessed ICT integration and perceived learner technology readiness
in public elementary schools in the Division of Occidental Mindoro and used the findings to develop an ICT integration
plan. Methods. A descriptive survey design with comparative and correlational analyses was used during School Year
2023-2024. The survey included 182 elementary teachers and 37 school heads selected from populations of 342 teachers
and 40 school heads. Supplementary interviews were conducted with 12 teachers and administrators. A researcherdeveloped four-point questionnaire measured five ICT-integration domains and three technology-readiness dimensions.
Weighted means, standard deviations, t tests, and Pearson correlations were reported. Results. All five ICT-integration
domains were interpreted as being implemented to a great extent, with overall means ranging from 3.52 to 3.59. Access
technology (M = 3.65, SD = 0.42) and attitudes and perceptions (M = 3.66, SD = 0.43) were rated very high. The so urce
reported software application as high (M = 3.15, SD = 0.45), but this composite is internally inconsistent with its item -level
values and requires verification. A marginal group difference was reported for organization and administration (p = .050),
and a difference was reported for attitudes and perceptions (p = .041). ICT-integration domains correlated positively with
access technology (r = .47-.50, all p < .01) and software integration (r = .53-.55, all p < .01). Interviews identified outdated
or insufficient equipment, limited internet access, inadequate laboratory capacity, and insufficient training and technical
support. Conclusion. Educators perceived ICT integration as extensive, yet the weakest indicators and interview evidence
show that infrastructure, connectivity, coaching, and continuous evaluation remain critical. A phased plan should combine
resource improvement with sustained professional and technical support. Statistical discrepancies must be resolved before
submission.