Pedagogical Adaptability in the Digital Era: Examining ICT Integration Among Seasoned Teachers and Administrators in Basic Education

Educational Technology

This study investigates the pedagogical adaptability of seasoned teachers and school administrators in integrating Information and Communication Technology (ICT) within elementary education settings. Utilizing a quantitative descriptive-correlational research design, the study aimed to determine the respondents’ demographic profiles—age, sex, years in service, educational attainment, and ICT-related training—and assess their levels of adaptability across five key domains: familiarity with digital tools, integration into lesson planning, use for student assessment, willingness to adopt emerging technologies, and collaboration through digital platforms. Conducted across nine purposively selected elementary schools under the Department of Education (DepEd) Tandag City Division, the study engaged 125 participants, comprising 115 teachers and 10 administrators. Data were collected using a researcher-developed and expert-validated questionnaire, with all ethical protocols strictly observed. Findings revealed that the majority of respondents were experienced, female educators with over 25 years of service and limited participation in ICT training. While both teachers and administrators exhibited a high willingness to learn and adopt digital tools, gaps were identified in their familiarity and effective use of technology for assessment and instructional delivery. ANOVA results showed no statistically significant differences in adaptability based on demographic variables, indicating that ICT adaptability transcends age, gender, experience, and academic qualifications. These results underscore the need for inclusive, hands-on professional development programs that go beyond demographic categorizations. This study contributes to the discourse on digital transformation in education by highlighting the overlooked experiences of seasoned educators and advocating for institutional strategies that promote equitable technological integration.

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