Author
Joycerie Bernal Ernosa*
Northwest Samar State University, Calbayog City, Samar, Philippines
Abstract
This study examined the level of technology integration in classroom instruction, digital competence, and the challenges encountered by teachers, as well as the relationship between respondents’ profile variables and these key constructs. A descriptive-correlational research design was employed with 109 teacher-respondents. Data were gathered using a structured questionnaire and analyzed through descriptive statistics and multiple regression analysis. Findings revealed that teachers demonstrated a very high level of technology integration in terms of frequency of use, perceived usefulness, ease of use, confidence, and administrative support. Similarly, digital competence was found to be very high across all domains, including technological knowledge, technological pedagogical knowledge, technological content knowledge, problem-solving and adaptability, digital safety and ethical awareness, and digital creativity and innovation. Among these, digital safety and ethical awareness obtained the highest mean, indicating strong adherence to responsible digital practices. Despite these positive findings, teachers still encountered very high levels of challenges in technology integration. The most prominent barriers included limited access to digital devices and ICT infrastructure, poor internet connectivity, insufficient training opportunities, time constraints in lesson planning, student-related factors, and inadequate administrative support. Regression analysis further revealed that digital tools available at school significantly influenced both digital competence and integration challenges, while most demographic variables showed no significant effects. The study concludes that while teachers are highly competent and actively integrating technology in instruction, systemic and institutional limitations continue to hinder full digital transformation. It is recommended that schools strengthen ICT infrastructure, improve internet connectivity, provide continuous professional development, and establish supportive policies and collaborative learning structures such as District-based Learning Action Cells (DLAC) to sustain effective technology integration.
Keywords: Technology integration, digital competence, ICT Infrastructure, teacher challenges, classroom instruction.
*Corresponding author/ Email: joycerie.ernosa@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021026
Recommended citation:
Ernosa, J. B. (2026). Technology integration in classroom instruction, digital competence, and challenges encountered by the public elementary school teachers. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1999-2052. http://doi.org/10.69651/PIJHSS05021026
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