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The progression of Information and Communication Technology (ICT) use has kindled new ways of learning. Effectiveness of new strategies of learning needs to be scientifically tested to assure their efficacy in instruction. The study aimed to look into the influence of blended learning environment on the pre-service teachers’ ICT instructional skills. Respondents of the study were pre-service teachers enrolled in Benguet State University. The study employed the static pretest-posttest control group experimental research design. Descriptive and inferential statistics were used to treat the data. Research findings revealed that pre-service teachers’ performance before and after the conduct of face-to-face and blended modes of learning exhibited substantial increase in their learning. Exceedingly high learning result along use of blended mode were disclosed along technology literacy, knowledge deepening, knowledge creation, use of ICT to introduce new lessons and use of ICT to extend learning. Similarly, comparable learning results along face-to-face mode of learning were noted along technology literacy, knowledge deepening, knowledge creation, use of ICT to introduce new lessons, reinforce learning, and use of ICT to supplement knowledge. The use of both face-to-face and blended modes of learning led to significant acceleration of ICT skills development of pre-service teachers. Learning gains between blended learning and face-to-face modes learning are comparable. They are likewise complementary in developing the pre-service teachers’ ICT instructional skills
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