Exploring Elementary Teachers' Lived Experiences of Technology Integration in Classroom Instruction
DOI:
https://doi.org/10.64612/ijiv.v2i5.141Keywords:
technology integration, lived experiences, ICT, phenomenology, educationAbstract
Technology integration has become an essential component of elementary education, enabling teachers to create more engaging, learner-centered, and meaningful classroom experiences. This study explored the lived experiences of elementary teachers in integrating technology into classroom instruction in selected public and private elementary schools in the Municipality of Compostela, Davao de Oro. Guided by the interpretivist paradigm, the study employed a qualitative phenomenological research design. Ten elementary teachers were purposively selected as participants. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke's reflexive thematic analysis. The findings revealed that technology integration significantly benefited students by increasing engagement, confidence, independence, collaboration, and opportunities for flexible, self-paced, practical, and hands-on learning. Participants also reported that technology enhanced learners' comprehension, retention, and higher-order thinking while encouraging inquiry, creativity, and active participation in classroom activities. Teachers perceived technology as an essential pedagogical resource that strengthened learner engagement and collaboration, enhanced the overall teaching–learning process, and promoted advanced learning and idea exploration. Despite challenges related to limited technological resources and inconsistent internet connectivity, participants demonstrated instructional adaptability through purposeful pedagogical planning and learner-centered teaching strategies. The study concludes that meaningful technology integration depends on teachers' pedagogical competence, continuous professional development, institutional support, and equitable access to digital resources. The findings provide practical implications for teachers, school leaders, policymakers, and teacher education institutions in advancing sustainable and context-responsive technology integration in elementary education.
References
Aldred, A. E. (2020). Technology usage in the elementary classroom: A case study of teacher professional development and intentions for learning (Doctoral dissertation). Northeastern University.
Aljehani, S. B. (2024). Enhancing student learning outcomes: The interplay of technology integration, pedagogical approaches, learner engagement, and leadership support. Educational Administration: Theory and Practice, 30(4), 418–437.
Almerico, G. M. (2018). The use of digital learning tools in developing critical thinking and problem solving skills among high school students. Journal of Education Research and Practice, 8(2), 105–117.
Alotaibi, M. S. (2024). Game based learning in early childhood education: A systematic review and meta-analysis. Frontiers in Psychology, 15, 1298743.
Anderson, M., Faverio, M., & McClain, C. (2022). How teens navigate school during COVID 19. Pew Research Center.
Asio, J. M. R. (2022). Gadget screen time use of students in selected tertiary institutions: Implications in the new normal learning. Social Sciences, Humanities and Education Journal, 3(3), 324–334.
Azad, T. (2023). Exploring the use of technology in the classroom: A qualitative study of students’ and teachers’ experiences. Qualitative Research in Educational Psychology, 1(1), 23–32.
Bedenlier, S., Bond, M., Marín, V. I., & Händel, M. (2020). Education in times of digital transformation. Educational Technology Research and Development, 68, 295–301.
Bhat, R. A. (2023). The impact of technology integration on student learning outcomes: A comparative study. Journal of Educational Technology and Innovation, 6(1), 19–31.
Bidayan, K. H. W. (2024). Exploring the significance of classroom technology integration on the digital competency of STEM teachers and student engagement. International Journal of Innovative Science and Research Technology, 9(1), 1112–1120.
Bond, M., Zawacki Richter, O., & Nichols, M. (2024). Revisiting five decades of educational technology research. Educational Technology Research and Development, 72, 1–25.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Cantoria, G., Espinola, M., & Gerona, J. (2024). Correlation of technology integration on students’ engagement toward learning outcomes. International Journal of Future Multidisciplinary Research, 1(2), 21–33.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
DahlLeonard, K., Hall, C., & Peacott, D. (2024). A meta analysis of technology delivered literacy instruction for elementary students. Educational Technology Research and Development, 72, 1507–1538.
Darling Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Delaney, S., Bialobrzeska, M., & Byrne, D. (2019). Teacher professional development for technology integration: A review of coaching and mentoring models. Computers & Education, 128, 1–12.
Di Fuccio, R., Ponticorvo, M., Nadim, M. A., & Limone, P. (2024). Exploring the effect of digital and multisensory educational materials on retention in primary school using tangible user interfaces. Interactive Learning Environments, Advance online publication.
Ertmer, P. A., & Ottenbreit Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
Ertmer, P. A., & Ottenbreit Leftwich, A. T. (2013). Removing obstacles to the pedagogical changes required by technology integration. Educational Technology Research and Development, 61(4), 685–718. https://doi.org/10.1007/s11423-013-9302-5
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency framework. Journal of Educational Technology Systems, 48(3), 345–374.
Guan, A. G. R., & Despi, D. E. (2022). Teachers’ perspectives on technology integration in the classroom. United International Journal for Research & Technology, 4(6), 91–99.
Hammond, M., Reynolds, L., & Ingram, J. (2017). How and why do teachers use ICT? Technology, Pedagogy and Education, 26(1), 39–55.
Kopcha, T. J. (2010). A systems based approach to technology integration using mentoring. Educational Technology Research and Development, 58(2), 175–190.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
McKnight, K., O’Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2021). Teaching in a digital age. Journal of Research on Technology in Education, 53(3), 1–17.
Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.
Organisation for Economic Cooperation and Development. (2023). Digital education outlook: AI and the future of learning. OECD Publishing.
Paraschak, J. (2023). Technology integration in elementary literacy classrooms: Teachers’ perceptions and the role of professional development (Doctoral dissertation). Immaculata University.
Republic of the Philippines. (2012). Republic Act No. 10173: Data Privacy Act of 2012.
Ross, S. M. (2020). Technology infusion in K–12 classrooms. Educational Technology Research and Development, 68(1), 1–7.
Tortola, R. L. (2024). Evaluating technology integration in the Philippines. International Journal of Academic Multidisciplinary Research, 8(6), 174–193.
UNESCO. (2021). Digital learning and the futures of education. United Nations Educational, Scientific and Cultural Organization.
UNICEF Philippines. (2023). Learning with digital technology: Multigrade schools research brief. Author.
World Bank. (2022). Teacher professional development in low and middle income countries. World Bank Research Observer, 37(2), 123–145.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mary Joy A. Ranan , Roel P. Villocino
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
