Assessing the Implementation of the DepEd Computerization Program: Insights from Teachers and Administrators

Educational Technology

This study assessed the level of implementation of the DepEd Computerization Program (DCP) in Tago I District, Surigao del Sur, as perceived by teachers and school administrators. It focused on five core dimensions: teachers’ ability to integrate technology, the frequency and variety of digital tools used, the application of ICT in learning continuity plans, the provision and availability of digital tools, and participation in technology-related professional development. Utilizing a quantitative research design, the study employed a structured, expert-validated questionnaire administered to 89 respondents—78 public school teachers and 11 school administrators—from 11 public schools actively implementing the DCP in the district. Findings revealed that the overall implementation of the DCP was rated as “well implemented,” particularly in terms of basic tool provision and integration of technology in teaching. Most respondents, predominantly mid-career and female, demonstrated positive engagement with ICT despite limited access to interactive technologies such as projectors and whiteboards. A critical gap was identified in professional development, as a significant portion of teachers had not attended any ICT-related training, limiting their ability to maximize the program’s benefits. Statistical analysis indicated that age, length of service, and seminar attendance significantly influenced ICT integration, while sex, educational attainment, subject taught, and type of DCP package did not show significant correlations. These results suggest a relatively equitable distribution of resources but highlight the need for sustained, targeted capacity-building efforts. The study recommends that DCP policies emphasize ongoing training and support systems to ensure the program's full pedagogical impact and sustainability.

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