Bridging the Digital Divide: Experiences and Strategies of Elementary Grade Teachers on Technology Integration to Instruction

This study explored the experiences, coping mechanisms, and insights of elementary grade teachers regarding the integration of technology into classroom instruction. Conducted in the Kapalong West District, Division of Davao del Norte, the study involved ten (10) purposively selected elementary teachers. A phenomenological approach was employed to capture the participants lived experiences, using in-depth interviews and focus group discussions as the primary data collection methods. Through thematic analysis, three key themes emerged in relation to their experiences: accessing digital tools, honing personal expertise, and engaging in continuous professional development. In terms of coping mechanisms, the participants reported leveraging free online resources and open-source software, fostering collaborative learning and digital literacy, and differentiating instructional materials to meet diverse student needs. The study also identified three critical insights relevant to educational management: the importance of strategic resource allocation, the implementation of sustained professional development programs, and the cultivation of collaboration and peer learning among teachers. These findings underscore the need for systemic support and policy interventions to bridge the digital divide and promote effective technology integration.