Communication Technology Competence Research Articles

PENGEMBANGAN SKILL DAN KOMPETENSI TIK GURU MATEMATIKA DAN IPA KOTA JAMBI MELALUI e-TUTORIAL BERBASIS KEBUTUHAN GURU(TEACHER’S NEED)

To improve the quality of learning, the government has attempted to facilitate school with equipment Information and Communication Technology (ICT), such as the procurement of computer labs, school computer connection to the Internet, and increase the skills of teachers in computer operationalize. In fact, only a few teachers who use computers for a whole series of teaching, starting from the use of computers to plan instruction, learning activities and evaluation of learning. The research reveals the teacher's perception of the skills and knowledge, and determine the factors that influence the control of teachers in ICT. Furthermore, this study also develops a tutorial www.etiktutor.org website dedicated to teachers who want to improve their knowledge and ICT skills through online tutorials. The survey results in this study show turns the ability of ICT teachers are categorized Jambi, and the factors that most influence on teachers' ICT capability is the availability of ICT tools and teacher access to participate in ICT education. Furthermore, the website tutorial tutorial materials based on the needs of teachers has received a very positive perception of teachers, where they say that www.etiktutor.org website is very useful to improve the knowledge and ability of mathematics teacher ICT and science high school in the city of Jambi. Keyword: communication technology competence, e-tutorial

Digital learning for preschools: Validation of basic ICT competence beliefs of preschool teachers in Hong Kong and the Philippines

AbstractWith technology integration efforts expanding to early childhood education globally, assessing preschool teachers’ technological competence beliefs is imperative. However, most existing tools measuring teachers’ information and communication technology (ICT) competence beliefs focused on primary through secondary grades. This study examined the factorial validity, reliability, and measurement invariance of the Basic ICT Competence Beliefs (BICB) questionnaire among 209 preschool teachers in Hong Kong and the Philippines. Confirmatory factor analyses supported the original nine-factor structure over plausible alternative models. All factors showed good reliability (α = 0.83 to 0.91) and theoretically meaningful factor intercorrelations. Multigroup CFA results supported the measurement invariance of the scale. Specifically, the results demonstrated the configural, metric, scalar, and strict invariance across cultural groups. Findings provide further validity for the BICB as a psychometrically sound instrument for assessing preschool teachers’ ICT competence beliefs within and across contexts. The BICB can help identify teacher strengths and needs, guide professional development, and evaluate technology integration efforts in early childhood education in Asia.

Flipped Learning Model as a Solution for Implementing Islamic Religious Education (PAI) Learning in The 21st Century

The purpose of this research is to describe the design of flipped learning and its implementation as a form of technology-based learning to improve the Information and Communication Technology (ICT) abilities or competencies of teachers or educators, especially religious teachers both in schools and madrasas. The research method used in this research is a qualitative descriptive analysis method with data collection techniques related to learning model design flipped learning which has been widely applied. Meanwhile, the results obtained show that the learning model design flipped learning can increase student involvement in the learning process optimally, as well as making the time for delivering material more efficient. However, various obstacles are still found, such as limited information and communication technology tools, and the most hindering thing is the lack of ICT competence for teachers. The conclusion of this research is that the flipped learning model design is quite effective and efficient in increasing the activity and role of students compared to conventional learning methods

Gender Differences in Information and Communication Technology Competencies among Librarians in Indonesia

ABSTRACTThis study evaluates the Information and Communication Technology (ICT) competency frameworks for librarians in Indonesia, focusing on gender differences. Despite the critical role of these frameworks in addressing digital age challenges, their efficacy in capturing gender-specific nuances in competencies is underexplored. This research surveyed 208 librarians, employing a questionnaire derived from the 2019 Indonesian National Qualifications Framework for Libraries (SKKNI). The survey, distributed via Google Forms, targeted librarians in various library types across Indonesia. Employing accidental random sampling, this research revealed significant disparities in ICT-related competencies across genders. While gender did not majorly influence the demographic characteristics of librarians in the ICT division, notable differences emerged in ICT competency based on gender. These findings highlight the need for gender-sensitive approaches in developing ICT competencies and suggest revisions to current frameworks to address gender-specific needs better, contributing to a deeper understanding of digital literacy and equity in Indonesian librarianship. ABSTRAK Penelitian ini mengevaluasi kerangka kompetensi Teknologi Informasi dan Komunikasi (TIK) untuk pustakawan di Indonesia dengan fokus pada perbedaan gender. Meskipun kerangka ini penting dalam menghadapi tantangan era digital, efektivitasnya dalam menangkap nuansa spesifik gender dalam kompetensi belum banyak diteliti. Peneliti melakukan survei terhadap 208 pustakawan dengan menggunakan kuesioner yang berasal dari Standar Kompetensi Kerja Nasional Indonesia (SKKNI) 2019 untuk Perpustakaan. Survei ini, yang disebar melalui Google Forms, menargetkan pustakawan dari berbagai jenis perpustakaan di Indonesia. Menggunakan sampling acak, penelitian ini mengungkapkan perbedaan yang signifikan dalam kompetensi TIK berdasarkan gender. Meskipun gender tidak terlalu mempengaruhi karakteristik demografis pustakawan di divisi TIK, perbedaan yang mencolok muncul dalam kompetensi TIK berdasarkan gender. Temuan ini menyoroti perlunya pendekatan sensitif gender dalam mengembangkan kompetensi TIK dan menyarankan revisi pada kerangka kerja saat ini untuk lebih mengakomodasi kebutuhan spesifik gender, berkontribusi pada pemahaman yang lebih dalam tentang literasi digital dan kesetaraan dalam kepustakawanan di Indonesia

Strategi Pengembangan Program Studi Komunikasi Penyiaran Islam Melalui Inovasi Kurikulum

The aim of the research is to explain the strategy for developing an Islamic broadcasting communication study program. Qualitative research method through literature study. Data collection techniques with documentation and data processing with data reduction and presentation. Research results: strategies for developing the Islamic communication and broadcasting curriculum: sending professional da'wah personnel to remote areas, sending students to Islamic boarding schools to prepare professional da'wah personnel, assigning students to manage radio as a medium for da'wah, strengthening courses that lead to the Islamic broadcasting communication study program, core communication science, especially material on journalism and broadcasting, a plus da'wah-based curriculum and a balanced portion of the curriculum between theory, practice, Indonesian national qualification framework, curriculum concentration on journalism, broadcasting, public relations, plus competency in the field of counseling based on an Islamic world-view, communication technology competency and competence in managing mass media.

Perceived ICT Competencies of Female Student Teachers In Relation to Selected Variables

The present study intends to determine the perceived level of Information and Communication Technology (ICT) competencies of female student teachers enrolled in a Bachelor of Education (B.Ed.) teacher education programme at six private colleges of education in the Salem district of Tamil Nadu State, India. A convenient sample of 301 female student teachers participated in this study. The researchers used the “Information and Communication Technology Competency Scale (ICTCS)” developed based on existing literature to collect data from female student teachers. The data were collected using a Google form and analysed using descriptive and inferential statistics. The results indicate that female student teachers had competency in most ICT parameters. The study identified several significant factors that influenced the ICT competencies of female student teachers, including locality of residence, education level, possession of a personal computer or laptop, completion of a computer training course, and the number of years of computer usage. However, the major subject of female student teachers did not affect their level of ICT competencies. Policymakers and teacher educators can use these findings to design targeted interventions to enhance the ICT competencies among student teachers in teacher education programmes.

Examination of the relationship between information and communication technology competencies and communication skills

This study aimed to explore the impact of different dimensions of communication skills, namely competence (COMP), self-esteem (SELF), social communication challenge (SCC), and listening-speaking (LI-S) on the utilization of information and communication technology (ICT) for student support (SS) and instructional design (ID). This study implemented inferential statistical methods to explore the impact of different dimensions of communication skills on the utilization of ICT among pre-service teachers. A sample of 324 pre-service teachers from Kazan Federal University was examined, utilizing validated scales adapted to the Russian context, with data analyzed using structural equation modeling to identify complex relationships between variables and to ascertain potential differences according to gender and department. The results demonstrated a significant positive relationship between participants’ perceived COMP in communication skills and their information and communication technology competencies (ICTCs), both in SS and ID. This suggests the need for targeted training to enhance educators’ communication competencies for optimal ICT utilization. Conversely, SELF and LI-S communication skills did not significantly influence ICTCs, indicating that these elements do not necessarily result in more effective ICT use in educational contexts. However, handling SCCs was positively associated with ICTCs in ID but not for SS, indicating a nuanced relationship between different communication skills and areas of ICT utilization. The study findings provide implications for professional development programs and underline the importance of certain dimensions of communication skills in leveraging ICT in education. Further research is recommended to verify these findings across different populations and educational settings.

Essentials Information and Communication Technology (ICT) Skills and Competencies for Library Professionals

The current era is referred to as the information and communication technology revolution. Today, no any sector is behind in the use of technology. Technology is inevitably used by humans from daily life to education, employment, business, culture, etc. at some point or another. The use of information and communication technology is increasing in various libraries to perform various functions and provide information services to their users easily and quickly. The purpose of this article is to provide information about the information and communication technology skills and competencies needed for library professionals to provide library and information services. Also, there is information provided on how to enhance skills or competencies in information and communication technology.
 Abstract in Gujarati Language:
 વર્તમાન યુગને માહિતી અને પ્રત્યાયન તકનીકીની ક્રાંતિ તરીકે ઓળખવામાં આવે છે. આજે તકનીકીના ઉપયોગથી કોઈ પણ ક્ષેત્ર પાછળ રહ્યું નથી. તકનીકીનો ઉપયોગ મનુષ્યો દ્વારા રોજિંદા જીવનથી લઈને શિક્ષણ, રોજગાર, વ્યવસાય, સંસ્કૃતિ વગેરેમાં કોઈને કોઈ તબક્કે અનિવાર્યપણે થાય છે. વિવિધ કાર્યો કરવા અને તેમના વપરાશકર્તાઓને સરળતાથી અને ઝડપથી માહિતી સેવાઓ પ્રદાન કરવા માટે વિવિધ પુસ્તકાલયોમાં માહિતી અને પ્રત્યાયન તકનીકીનો ઉપયોગ વધી રહ્યો છે. આ લેખનો હેતુ પુસ્તકાલય વ્યવસાયિકો માટે પુસ્તકાલય અને માહિતી સેવાઓ પ્રદાન કરવા માટે જરૂરી માહિતી અને પ્રત્યાયન તકનીકી કુશળતાઓ અને ક્ષમતાઓ વિશે માહિતી પ્રદાન કરવાનો છે. ઉપરાંત, માહિતી અને પ્રત્યાયન તકનીકીમાં કુશળતાઓ અથવા ક્ષમતાઓને કેવી રીતે વધારી શકાય તે અંગેની માહિતી આપવામાં આવેલ છે.
 Keywords: પુસ્તકાલય, વ્યવસાયિકો, પુસ્તકાલય વ્યવસાયિકો, માહિતી અને પ્રત્યાયન તકનીકી (આઈ.સી.ટી.), કુશળતાઓ, ક્ષમતાઓ

Psychometric properties of information and communication technology competencies scale: Latent profile analysis

Rapid expansion of information and communication technologies (ICT) underscores importance of ICT competency for success in modern society. In education, ICT facilitates knowledge acquisition, innovative teaching methods, and development of digital literacy skills. By measuring ICT competencies, teacher training programs can better equip educators for technology integration, leading to more effective teaching and learning processes. It is crucial for educational policies to emphasize integration of ICT and ensure teachers are prepared to utilize it effectively. The study aims to determine psychometric properties of “information and communication technology competency scale (ICTCS)” for pre-service teachers (PSTs) in the Russian setting and identify distinct proficiency levels among them. This study employed a mixed-methods approach to adapt a scale measuring PSTs’ ICT competencies. The research involved two different samples for exploratory factor analysis (EFA) (n=160) and confirmatory factor analysis (CFA) (n=326). To establish language validity, a translation, and cross-cultural adaptation process was followed. Data analysis included EFA, CFA, reliability estimation, and latent profile analysis, with satisfactory results obtained for scale’s psychometric properties. The study concludes that ICTCS, with two factors (ICTC-PU and ICTC-ID), is a valid and reliable measure of teachers’ attitudes and skills regarding ICT use. Four-class latent profile model reveals distinct competence levels, informing targeted professional development programs. Educational institutions and policymakers should prioritize these programs and use the scale for teacher evaluations. Future research should explore the efficacy of these programs, expand the sample size, incorporate objective measures, and employ longitudinal designs to better understand the impact on student outcomes.

Information communication technology integration via Bloom’s taxonomy in accountancy curriculum

Accountants should stay relevant to the business world, making Information Communication Technology (ICT) competencies essential, as highlighted by professional bodies and employers. For this reason, how and when ICT competencies can be integrated into the accountancy curriculum following the guidelines of Bloom’s taxonomy was investigated. ICT competency integration into the accountancy curriculum remains a challenge at South African universities, further highlighted by online teaching during the COVID-19 pandemic. This research followed a qualitative approach. Data collection was done through a literature review of Bloom’s taxonomy, ICT requirements from the South African Institute of Chartered Accountants (SAICA) and employers, responses from a self-developed questionnaire from lecturers of two participating universities focusing on the perceived inclusion of ICT competencies and when these competencies should be taught in the accountancy curriculum. The participants agreed with the inclusion of MS Excel and MS Word with a discrepancy of when.Contribution: Based on the sample selected, the results highlighted that how and when ICT competencies could be integrated is not in line with Bloom’s taxonomy approach. It is recommended that universities integrate ICT competencies for MS Excel and MS Word in the accountancy curriculum through the assignments already available in a structured and scaffolded approach. This research contributes to the body of knowledge of how and when ICT competencies can be integrated into the accountancy curriculum. Higher education must keep up with the fast-changing business environment and aim to transform their learning accordingly through applying Bloom’s taxonomy in a holistic view when integrating ICT competencies within the accountancy curriculum.

Integration of ICT in the Teaching and Learning Process at Christ the King Catholic Senior High School in the Obuasi Municipality

This study sought to investigate the extent to which teachers were using ICT in the teaching and learning process at Christ the King Catholic Senior High School in the Obuasi Municipality. The study also sought to find out which ICT resources were available for the teaching and learning process. Sixty teachers of different subject’s background were sampled through simple random sampling technique. Questionnaire titled ‘teachers in the Christ the King Catholic SHS background knowledge in the information and communication technology competency test’ was used to collect data. Mean served as the statistical tool for data analysis for research questions II, III and IV, while question I and V were analyzed with percentages. Findings depict that teachers were aware of ICT resources but do not utilize them while teaching. Many constraints were identified including lack of computer literacy on the part of some teachers, lack of ICT facilities, lack of funds, poor power supply, and no adequate knowledge of the use of internet among others. It was recommended that for quality assurance and for effective ICT integration in curriculum, teachers should be encouraged through workshops, seminars and conferences to be ICT literate; stake holders in education should join hands together in making ICT pedagogical and methodological issues fully integrated in the teaching and learning process in secondary education for quality assurance. Keywords: Integration, ICT, Teaching and Learning.

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

<p style="text-align: justify;">Some Indonesians may still regard online education as a novel, although they frequently engage in online-related activities without even realizing it. The quality of learning, satisfaction, achievement, retention, and, more broadly, personal growth are all favorably correlated with student engagement. For students to provide their best effort and succeed in online learning, it is crucial to have good psychological engagement in them. This engagement will help their psychological processes and dispositions to improve. The quantitative research methodology was utilized in this research. In addition, 800 high school students from South Sumatra participated in this research as a sample. The structural equation model is analyzed (SEM). The findings indicated that 85.9 percent of the time, a psychological commitment is influenced by information communications technology (ICT) proficiency, psychosocial processes, and student performance. Thus, the value of .713 indicates that psychological involvement, psychosocial processes, and ICT proficiency all impact student performance. This study demonstrates that every hypothesis has a favorable and significant impact. These circumstances suggest that students who are proficient in ICT and psychosocial processes will be able to enhance their performance through challenging and dry learning. The interaction between students while learning strengthens this condition.</p>

Evaluation of pre-service teachers’ digital skills and ICT competencies in context of the demands of the 21st century

21st century has seen the emergence of digital skills as a crucial ability with profound effects on employment, education, and social relationships, among other facets of life. The best talents to teach are the subject of study by those who establish educational policies. The goal of this study is to examine the relationship between information and communication technology competency (ICTC) and digital abilities. It focuses on which of the digital skills sub-dimensions has a greater impact on ICTC and how this impact varies by country, age, and gender. This study employed a quantitative research design to evaluate the association between ICTC and various digital skills. The sample group consisted of 620 university students from Russia and Kazakhstan. Digital skills were measured using a scale adapted for the Russian context, while ICTC scale was first adapted for the Russian context following language validity steps. The study also conducted path analysis to determine the impact of ICTC on digital skill dimensions and multigroup path analysis to assess effects according to different independent variables. The study found that certain dimensions of digital skills, specifically “use of digital tools”, “communication of digital content”, and “creation of digital content”, significantly influence ICTC. However, “management of digital content”, “digital security”, and “digital empathy” dimensions did not show a significant effect. The impact of these dimensions varied significantly across different demographic groups, suggesting that digital skills and ICTC development may differ among these groups. The findings highlight the need for tailored strategies to develop and promote digital skills and ICTC, considering these demographic differences.

Information Communication Technology Skills and Competencies of Library Professionals in Engineering College Libraries in Karnataka State

Information Communication Technology Skills and Competencies of Library Professionals in Engineering College Libraries in Karnataka State

An Assessment of Information and Communication Technology (ICT) Competency of Medical Librarians of Punjab

The research aimed to an assessment of the Information and Communication Technology (ICT) competencies of medical librarians in the province of Punjab. The research study was descriptive in nature, and a quantitative approach was used for which a closed-ended questionnaire was conducted from librarians working in different health institutions in Punjab province. Therefore a whole population sample of 62 health institutions of the public and private sectors was selected from the areas of Punjab. A questionnaire consisted of two types of questions, one five rating Likert scale and the other yes and no type questions. Collected data was analyzed considering the objectives and research questions of the study. Descriptive statistics were used for data analysis which includes frequency, percentage, mean score and standard deviation for item analysis. It was found that there was a lack of training courses in medical librarianship. Therefore, it is recommended that the intuitions may demand training courses in medical librarianship, and the government may support and provide funds to arrange training. Medical institutions do not have sufficient funds. This factor caused a hindrance in the proper functioning of and enhancing their competencies in the field of ICT to keep libraries updated to fulfil the need of the day, so the government and the institutions may provide sufficient funds to the concerned field of libraries.

Analisis Tingkat Kompetensi Guru Sekolah Dasar Guna Mewujudkan Profesional dalam Pembelajaran

The purpose of this study is to find out how the level of professional ability of elementary school teachers, especially in pedagogic, interpersonal, communication and information technology competencies in the province of D.I. Yogyakarta. The research method used is descriptive quantitative method. The subjects of this research are elementary school teachers in Yogyakarta. The number of teachers who became the subject was 16 teachers from the primary school level, both public and private, in the province of Yogyakarta. The collection of research data was obtained through a closed questionnaire with a Google Form Linkert scale. The results of the study indicate that the average percentage of the overall professional competence of teachers in the realm of interpersonal, communication, information technology and pedagogy competencies, the overall average is 95% appropriate and valid. Based on this, it can be concluded that the competencies possessed by new and old teachers are in accordance with professional competency standards that have been established through indicators set by researchers.

Appraisal of the Level of Information and Communication Technology Competencies Possessed by Office Technology and Management (OTM) Educators for Effective Training of Self-Reliance Skills in Polytechnics in Kogi State

The study was carried out to appraise the level of Information and Communication Technology (ICT) competencies possessed by OTM educators for effective training of self-reliance skills in Polytechnics in Kogi State with a view to finding out the specific skill areas in which competencies are lacking. Six specific objectives and six research questions were raised to guide the study. The study employed the descriptive research design. The population for the study consisted of all the OTM educators at the Federal Polytechnic, Idah and Kogi State Polytechnic, Lokoja. There was no sampling as the population was manageable. A 73-item, 4-point rating scale questionnaire titled: Appraisal of the Level of Information and Communication Technology Competencies Possessed by Office Technology and Management Educators for Effective Training of Self-Reliance Skills in Kogi State (ALICTPOTMEETSS) was used to obtain data from respondents. The findings indicated that OTM educators possessed high competencies in Microsoft Word, Microsoft Excel and Microsoft PowerPoint; however, they recorded low competencies in Microsoft Access, Microsoft Publisher and Internet skills. The study concluded that these levels of competencies possessed have great implications for the self-reliance of OTM students as it justifies the opinion of a number of researchers that lack of competency in office applications has limited the effective impartation of Microsoft office skills. The study therefore recommended amongst others that OTM educators should be trained and retrained in Microsoft Access, Microsoft Publisher and internet skills for effective training and quality instructional deliveries.

Reliability and validity of the Turkish version of the teachers’ basic ICT competence beliefs scale

The present study seeks to adapt the Teachers’ Basic Information Communication Technology (ICT) Competence Beliefs Scale, developed by Rubach and Lazarides (2021), into Turkish and test the adapted scale's validity and reliability. The initial step involved conducting a linguistic equivalence of the scale from English to Turkish with 62 English language teachers in a pre-test. Subsequently, the Turkish version of the scale was administered to 356 teachers (69.7% female, 30.3% male) in Turkey to assess its validity and reliability. Participating teachers were from different subjects (e.g., 9.8% science, 7.9% mathematics, 3.7% social science) and school types (27.5% primary school, 55.3% secondary school, 17.1% others). Results of confirmatory factor analysis indicated the original six-factor structure with three first-order and three second-order factors that best fitted the data. The same competence dimensions were indicated in the Turkish contexts as in the original instrument, i.e., information and data literacy; communication and collaboration; digital content creation; safety and security; problem-solving; analyzing and reflecting. The correlations between all six first-order factors were between .58 ≥ r ≥.79. All factors showed good reliability indices, i.e., α > .83, ω > .83 and CR > .72. The adapted instrument was found to be invariant across gender. Mean-level differences among gender groups point to one difference with male teachers reporting higher competence beliefs for digital content creation compared to female teachers. In conclusion, the results of this replication study support the cross-cultural transferability of the original Teachers' Basic ICT Competence Beliefs instrument developed by Rubach and Lazarides (2019).

Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic

AbstractBackgroundConsiderable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID‐19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments.ObjectivesBased on Pekrun's (2006) control‐value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID‐19.MethodsData were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables.Results and ConclusionsResults revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively.TakeawaysOnline teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis‐prompted online teaching practices.

Teaching Preparation, Technological Pedagogical Content Knowledge Preparedness, and ICT Competency as Determinants of Criminology Instructors’ Online Instructional Skills in Region 12

The intention of this research study was to determine the levels of teaching preparation, technological pedagogical content knowledge preparedness, and information and communication technology competency as determinants of Criminology instructors’ online instructional skills in Region 12. It employed the quantitative, non-experimental research design using correlation technique and administered the adapted questionnaires to the Criminology instructors of Region 12 as the respondents of the study. The data collected were treated using statistical tools such as Mean, Pearson r, and Linear Regressions. The result of the study are as follows: The level of teaching preparation of Criminology instructors in Region 12 was very high; the level of technological pedagogical content knowledge preparedness of Criminology instructors in Region 12 was very high; the level of information and communication technology competencies of Criminology instructors in Region 12 was rated very high; there was significant relationship between teaching preparation and online instructional skills of Criminology instructors in Region 12; there is a significant relationship between technological pedagogical content knowledge preparedness and online instructional skills of Criminology instructors in Region 12; there was significant relationship between information and communication technology competencies and online instructional skills of Criminology instructors of Region 12; and, teaching preparation, technological pedagogical content knowledge preparedness and ICT competencies of Criminology instructors positively influence the online instructional skills of the Criminology instructors in Region 12.