Teachers’ Lived Experiences with ICT Integration in Teaching and Learning: A Case Study
Sharlene Mae Sarueda | Eingilbert C Benolirao | Ariel Ramos
Discipline: Education
Abstract:
This qualitative case study explored the lived experiences, challenges, and coping mechanisms of teachers at Cansantic
Elementary School in integrating Information and Communications Technology (ICT) into their teaching practices.
While global studies highlighted systemic barriers such as inadequate infrastructure and policy gaps, this research
focused on individual teacher perspectives to uncover the nuanced realities of ICT integration in a localized
educational context. Guided by two primary research objectives—examining teachers’ exposure to ICT utilization and
their strategies for navigating integration challenges—the study identified two overarching themes: Digital Challenges
and Enhanced Learning Support, and Social and Ethical Use and ICT Management. Findings revealed persistent
barriers, including limited access to resources, outdated equipment, and insufficient ICT training. Despite these
challenges, teachers demonstrated resilience by adopting innovative instructional methods, fostering peer
collaboration, and promoting ethical digital practices. These adaptive strategies not only supported classroom
instruction but also enhanced student engagement and learning outcomes. The study underscored the need for
equitable access to digital tools, ongoing professional development, responsive administrative support, and robust
technical infrastructure. By aligning institutional policies with the practical realities faced by educators, the research
advocated for a more inclusive, responsive, and sustainable approach to ICT integration. Ultimately, this study
contributed to the broader discourse on technology in education by amplifying teachers’ voices and offering actionable
insights for school leaders and policymakers seeking to bridge the digital divide.
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