ICT Integration in UBLES Education: Teachers’ Perceptions on Classroom Engagement

Abstract

This study investigates the perceptions of teachers at the University of Baguio Laboratory Elementary School (UBLES) regarding the integration of Information and Communication Technology (ICT) tools in the classroom. Using qualitative data collected from semi-structured interviews with six teachers actively involved in ICT-integrated teaching, the study highlights both the benefits and challenges of ICT in the learning process. The findings reveal that while ICT significantly enhances student engagement, particularly through interactive digital tools such as videos and simulations, its effective implementation is hindered by technical and infrastructural barriers, such as unreliable internet connectivity and a lack of devices. Teachers also noted the importance of professional development in digital pedagogy, as many reported a gap in their training to effectively integrate ICT into lessons. The study concludes by offering recommendations for improving ICT integration, including infrastructure upgrades, targeted teacher training, and the creation of a peer-support system to foster collaborative learning and resource-sharing among educators. These findings are significant in the context of Philippine elementary education, particularly in laboratory schools like UBLES, which serve as models for educational innovation.