Publication Details
Abstract
This study assessed the level of ICT engagement in terms of cognitive-affective factors and the extent of ICT integration practice in English instruction using SAMR Model. The researcher used a descriptive-correlational research technique to determine the level of engagement and integration of ICT. The majority of the teachers were between the ages of 21 and 30, female, married, with 15 units in master’s degree, have served 1-5 years and have attended school level training and seminars. The level of ICT engagement of the teachers in terms of cognitive-affective factors have sensed a strong agreement especially on their attitudes towards ICT. It clearly shows that they fully embrace and actively engage with ICT in their teaching. As to the extent of ICT integration using SAMR Model suggests that ICT integration among teachers falls within the "Advanced" category, with a stronger emphasis on Substitution and Augmentation rather than higher-order transformation through Modification and Redefinition. The study found a substantial correlation between conflict management styles in instruction and the school performance. The issues and concerns encountered by the respondents in integrating ICT are the following: technical issues and maintenance, lack of infrastructure, limited teacher training, high cost of technology, digital divide, resistance to change, time-consuming lesson preparation, distraction in learning and cybersecurity and privacy concerns.