The Lived Experiences of Elementary Teachers Integrating Information and Communication Technology in Classroom Instruction

This qualitative study examines the experiences of elementary educators in Katangawan District, General Santos City, concerning their incorporation of digital tools into classroom instruction.  Utilizing a phenomenological methodology, semi-structured interviews were conducted with purposefully selected educators to examine their strategies, challenges, and the institutional support available for technology-enhanced learning. Research indicates that digital integration improves lesson delivery and refines instructional methodologies. Significant barriers hinder its full implementation, including unreliable internet access, inadequate resources, power interruptions, and the additional time required for lesson preparation. Educators emphasized the need for continuous professional development to improve their digital skills and adapt to the evolving demands of modern education. Moreover, the study underscores the significance of institutional support, including improvements in infrastructure, administrative support, and access to relevant training programs. The findings offer significant insights for policymakers, school administrators, and educators in formulating strategies to augment digital integration, thereby enhancing the quality of teaching and learning in elementary education.