In the 21st century, the term ‘technology’ is an important topic in many fields, including education. This is because technology has become the highway of knowledge transfer in most countries. Technology integration has now revolutionized and transformed our society, which has completely changed the way people think, work, and live (Grabe, 2007). As part of that, schools and other educational institutions that are expected to prepare students for life in a knowledge society should consider incorporating ICT into their curricula (Ghavifekr, Afshari & Amla Salleh, 2012). ICT – based interventions are defined as interventions that use the Internet, email, and / or SMS as one of the modalities of interventions. The following types of interventions are excluded from this definition: (1) interventions that collect data using ICT only (ie, online surveys and electronic medical records) and (2) customized using computers: deliver them to the material using print – making interventions and non – ICT modes. The above interventions were excluded because of little or no exchange of information and minimal interaction between ICT and participants (J Med Internet Res., 2011).According to the Teachers, Teaching and ICTs of 2005, the existence of ICT itself does not change educational practices. However, under certain conditions, ICT can change the way teachers teach. Teachers’ educational practices and reasoning influence the use of ICT, and the way teachers use ICT affects student performance. Educational practices of teachers using ICT can range from the slightest improvement in educational practices that essentially use traditional methods to more radical changes in the approach to education. ICT can be used to reinforce existing educational practices and transform the way teachers and students interact. The use of ICT as a mean of presentation (via overhead and LCD projectors, televisions, electronic whiteboards, guided web tours where students view the same resources simultaneously on a computer screen) has varying levels of effectiveness. While it can facilitate understanding and discussion of difficult concepts in class (especially by displaying simulations), such use of ICT enhances traditional educational practices and what is discussed or presented. ICT can be used in a variety of ways to help teachers and students learn about their subjects in fields. Skills – based learning and teaching offers a variety of exciting methods including educational videos, stimulation, data storage, database use, mind mapping, guided discovery, brainstorming, music, and the World Wide Web (www), more effective process, content and meaning (Finger & Trinidad, 2002). On the other hand, students can benefit from ICT integration without being constrained by the limited curriculum and resources, but instead, the hands-on activities in the skills-focused course are designed to stimulate understanding of the subject by students. It also helps teachers design lesson plans in an effective, creative, and engaging way that will lead to active student learning. Previous research has shown that the use of ICT in education improves learning processes and maximizes students' abilities in active learning (Finger & Trinidad, 2002; Jorge et al., 2003; Young, 2003; Jamieson Procter et al., 2013).The Republic Act No. 10533 K-to 12 Program, known as the "2013 Enhanced Basic Education Act," is an Act that improves the Philippine basic education system by strengthening the curriculum and increasing the number of years of basic education. The Basic Education program from kindergarten to high school aims to reform the education system in the Philippines. It allows everyone to improve the quality of life of, master the concept of, develop lifelong learners, graduate from higher education of, develop intermediate skills and support employers. To prepare for entrepreneurship and to avoid child exploitation and other related problems. The expanded curriculum allows students to gain work experience while studying. Each graduate will acquire information, media, and technology skills, learning and innovation skills, effective communication skills, and life and professional skills.Technology and Education for Life plays an important role in achieving the goals of the new Extended Curriculum. Technology and Education for Life subjects attract many students with their commendable importance, and vice versa. The reason for this seems to be the perception of people that it does not require special training. Students feel that they must learn skills, even to cook and land at home. Etc. can be obtained without formal training. People are unaware of the importance of specialized subjects that can help male and female students to be educated and help solve problems. It also enables students to acquire skills, especially those essential to independent living, with personal and family needs in these financial difficulties (Azubuike, 2011). In the Alaminos City Division, English is one of the primary focus to enhance the literacy of its learners to be globally competent. The said subject helps learners to understand the true meaning of connecting to the world. Indeed, teachers in this division are taking into action just to develop the necessary skills needed by the learners in their future endeavors. It is significant for the researcher to conduct this study to determine the level utilization of ICT-based interventions utilized by secondary English teachers in Alaminos City Division during the Post Pandemic Education
