Lived Experiences of K–8 Teachers in Balancing Culture and Technology at Warriors Public Schools

This qualitative phenomenological study explored the lived experiences of K–8 teachers in balancing technology integration and cultural preservation at Warriors Public Schools. Nine teachers were selected purposively, and semi-structured interviews conducted from May to June 2026 were manually transcribed and examined through Braun and Clarke’s reflexive thematic analysis. Four themes were constructed: Culture as the Governing Lens of Meaningful Technology Integration; Community Contexts Around Classroom Participation and Technology Decisions; Cultural and Place-Based Knowledge in Learning Activities; and Digital Content Alignment and Teacher Mediation. Participants described digital tools as useful for documenting, communicating, and creating culturally connected learning, but stressed that local knowledge, family expectations, student privacy, cultural accuracy, unequal access, and professional judgment shaped appropriate use. The study generated the Proposed Culturally Grounded Technology Integration Practice Framework for K–8 Teaching, a findings-based planning and reflection guide rather than a validated intervention. The findings highlight technology integration as a culturally situated instructional practice requiring continual teacher mediation.