Digital Technology Skills of Grade 1 Teachers at Bayombong 2 District, Schools Division of Nueva Vizcaya: An Appraisal

Abstract

This study examined the digital technology skills of Grade 1 teachers in Bayombong 2 District, Schools Division of Nueva Vizcaya. It was anchored on the Input-Process-Output method and guided by the view that teachers play a central role in delivering quality education in the digital age. Using a descriptive survey design, the study involved 20 Grade 1 teachers from public elementary schools selected through simple random sampling. Data were gathered through a researcher-made questionnaire composed of two parts covering respondent profile and digital technology skills, with some items adopted and enhanced from previous studies. The data were analyzed using frequency, percentage, and weighted mean, while ethical protocols on consent, confidentiality, and data protection were observed. Findings showed that the respondents were all female, mostly 41 years old and above, largely married, and many had earned units in a master’s degree. Most had 1–5 years of teaching experience, had outstanding performance ratings, and had attended seminars and trainings at different levels. The teachers demonstrated very evident digital technology skills in tools and operation, curriculum and assessment, and classroom organization and administration, while instructional integration was rated evident. The acquisition of digital technology skills was also found to be very evidently beneficial for professional development. However, some areas still needed enhancement, particularly hardware and software operations, troubleshooting and maintenance, and helping learners develop and implement project plans and solutions. The study concluded that Grade 1 teachers generally possess strong digital technology skills but still require continued support in more technical and advanced areas. It recommended sustained training, provision of digital resources, technical assistance, monitoring, and stronger institutionalization of technology integration in instruction, assessment, and classroom administration. The study is closely aligned with SDG 4 (Quality Education) because it focuses on strengthening teacher competence and improving instructional effectiveness through digital technology. It also relates to SDG 9 (Industry, Innovation and Infrastructure) by supporting technology-enabled teaching practices in schools. Its sustainability impact lies in promoting educational, technological, and institutional sustainability through evidence-based support for teacher development and improved classroom practice.