Pre-service Teachers' Competence on Utilization of Digital Instructional Tools

Authors

  • Jude Marc Flannery U. Labsang Cagayan State University - Andrews Campus Author
  • Beatriz G. Clemente Cagayan State University - Andrews Campus Author
  • Wilson D. Yosente Cagayan State University - Andrews Campus Author
  • John Patrick B. Tuliao Cagayan State University - Andrews Campus Author
  • Janine Adelle A. Tuliao Cagayan State University - Andrews Campus Author
  • May Andrea Claire S. Taguiam Cagayan State University - Andrews Campus Author
  • Rudy Jr N. Soriano Cagayan State University - Andrews Campus Author
  • Joenel V. Salas Cagayan State University - Andrews Campus Author
  • Karen Mae B. Gordovez Cagayan State University - Andrews Campus Author
  • Romeo C. Clemente Cagayan State University - Andrews Campus Author

DOI:

https://doi.org/10.64358/zzsjff70

Keywords:

Digital competence, digital instructional tools, Pre-service teachers, technology integration, teacher education

Abstract

The rapid integration of digital technology into education has underscored the necessity for pre-service teachers to develop competence in utilizing digital instructional tools. This study assessed the level of competence of Bachelor of Secondary Education pre-service teachers major in Social Studies in using digital tools, specifically focusing on presentation, image-editing, and video-editing applications. Employing a descriptive research design, data were gathered from 75 pre-service teachers and their cooperating teachers in partner secondary schools in Cagayan for the academic year 2024-2025. The study utilized self-assessment questionnaire and analytic rubrics to evaluate competence, while also considering profile variables such as sex, gadget ownership, weekly allowance, internet access, and academic performance. Results indicated that pre-service teachers generally demonstrated very high competence in using digital instructional tools, while proficient on the use of digital tools during their demonstration teaching. The findings also revealed no significant difference in competence levels when grouped according to profile variables except for academic performance. These results highlight the need for enhanced training and targeted support in teacher education programs to bridge the gap between theoretical knowledge and practical digital skills.

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Published

2025-08-08

Issue

Vol. 1 No. 2 (2025): Studies in Interdisciplinary Horizons

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Articles

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