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Published in
Academic Frontiers
Overcoming Barriers to Digital Technology Integration: An Instructional Support Framework for Public Elementary Teachers
Academic Frontiers, 2(6), 329-339, ISSN: 3082-4400, 2026.
Recommended Citation:
Manzano, C. M. (2026). Overcoming Barriers to Digital Technology Integration: An Instructional Support Framework for Public Elementary Teachers. Academic Frontiers, 2(6), 329–339. https://doi.org/10.5281/zenodo.20951420
Author(s)
Manzano, Carmela M.
Abstract
This study investigated the integration of digital technology among public elementary teachers in Guimba East District and identified the challenges they experienced in utilizing technology for teaching and learning. A total of 150 teachers participated in the study, with data collected on their demographic profiles, the challenges encountered in digital technology integration, and the relationship between these variables. The findings revealed that the teachers were predominantly female, with most belonging to the 30–39 age bracket and holding a Bachelor’s degree. The study identified key challenges, including limited access to digital resources, slow internet connectivity, inadequate training on digital literacy, and a lack of alignment between digital tools and the curriculum. A significant relationship was found between the teachers’ length of service and educational attainment and the challenges experienced in digital technology integration, whereas no significant relationships were noted with age and gender. Based on the results, the study recommends enhanced professional development programs focused on digital literacy, improved digital resources and internet connectivity, better alignment of technology with the curriculum, and equitable access to digital tools for both teachers and students. These recommendations aim to support teachers in effectively integrating digital technology into their classrooms, thereby improving the quality of education in the district.
Keywords
Digital Technology Integration, Public Elementary Teachers, Digital Literacy, Instructional Support Framework, Technology Challenges, Professional Development
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