International Journal of Scientific and Research Publications, Volume 10, Issue 3, March 2020 457 ISSN 2250-3153 http://dx.doi.org/10.29322/IJSRP.10.03.2020.p9954 www.ijsrp.org Kindergarten Teachers’ Competence In ICT: Basis For Enhancement Program Development Leo L. Codilla, Jr. * , Manilyn B. Codilla ** * College of Education (CEd), Caraga State University ** East Butuan District I, Department of Education DOI: 10.29322/IJSRP.10.03.2020.p9954 http://dx.doi.org/10.29322/IJSRP.10.03.2020.p9954 Abstract The main purpose of the study was to determine the kindergarten teachers’ competence in ICT: basis for enhancement program development. Participants of the study includes 30 kindergarten teachers of East 1, 2 and 3 districts of Butuan City Division. The survey questionnaires made were validated by ICT coordinators who were experts on computer skills. The results of the study revealed that majority of the teachers teaching Kindergarten are females (96.70%) which belong to the age range of 25-54 years old (93.30%). Moreover, participants are all permanent-regular teachers (100%), wherein the majority have Teacher I position (56.70) and a length of service ranging from 1 to 5 years (50%) in service. Also, it is evident that there is a moderately high to high level of manifestation of the ICT skills demonstrated by the teachers It is recommended to have an enhancement program in a form of series of seminar-workshops, contests and IMs development workshops to improve their ICT skills in terms of photoshop, publisher and moviemaker applications. Index Terms- ICT Skills, Kindergarten Teachers’ Competence. I. INTRODUCTION Over the past years, technology is of great help in transforming societies and improve the quality of daily life. The usage of technology has come up to the general philosophy among educators and the general public that it should play a more integral role in students’ education to maximize its advantages (Lazar, 2015; Blazer, 2008; Culp et al., 2005; Johnson, 2000). Educational technology does not only describe computer applications. Educational technology is a term that technically can mean anything from a pen to laptops and interactive web technologies and applications (Wordu and Ogolo, 2020; Andrade, 2012). It involves other equipment and applications, such as videoconferencing and video chat, digital and smart television, electronic whiteboards, digital cameras, tablets, laptops and the like (Blazer, 2008; Jackson, 2008; McCampbell, 2002; Marshall, 2002). Technology used in the classrooms has contributed to students’ overall development not just as a person but as a part of a society as a whole. Learning principles transcend specific technologies. However, when used to its maximum potential, technology can be the best aid in accelerating, amplifying, and expanding the impact of the principles of learning (Mcfarland et.al, 2017). With the widespread of online resources and references, technology can help improve the teaching and learning environment. Teachers can choose among the variety of educational apps or trusted online resources to further enhance and improve the traditional ways of teaching and to keep students more engaged in every learning experiences. Technology as well can help teachers save a lot time by making their work easy and fast. Thus, giving them ample time to work with students who are struggling. By integrating technology in the classroom, both teachers and students can develop 21st century skills essential for lifelong learning. Moreover, students can gain the skills necessary to become successful in the future. Because students of today are considered as digital natives, they wanted to have collaboration and interactive learning delivery in the classroom. For the past years, teachers are struggling to provide quality education to students with the aid of technology. Thus, teachers especially those who are assigned in far flung areas are still using the traditional technology (like visual aids and the like) just to arrest the interest of students and aid instruction. In the Philippines it is observed that most of the public schools do not have enough computers and internet connectivity especially in public elementary schools. There is a so called “technology gap” or the gap between new technology and a country that has yet to acquire that technology. On the other hand, because of the lack or insufficient technology found mostly in our schools, it is as well observed that majority of the teachers, especially those who are teaching in Kindergarten have difficulty as well in coping with the new technology to be used and applied to their respective classrooms. Moreover, as per observation utilization of ICT among Kindergarten teachers are rarely observed which will lead to possible problems in learning the 21 st century skills which are the main focus of the K-12 Education Curriculum.