Abstract- This study looked at the challenges, experiences, and strategies used by teachers at Morocborocan Elementary School when using digital technologies to teach. The study employed a qualitative phenomenological research approach, with fifteen (15) public elementary school teachers chosen through purposive sampling. Semi-structured interviews were used to acquire data, which was then evaluated thematically. The findings found that teachers faced issues such as intermittent internet connectivity, limited digital resources, inadequate training, technical difficulties, and insufficient assistance. Despite these challenges, teachers reported good outcomes such as increased student engagement, improved classroom interaction, and more effective instructional delivery. To address these problems, teachers engaged in professional development, conducted self-directed learning, interacted with colleagues, created backup instructional resources, and combined traditional and digital teaching approaches.The study concludes that teachers' adaptability and continual learning help with the appropriate incorporation of digital resources. It suggests enhancing technology infrastructure, allocating enough resources, and giving ongoing training to improve digital teaching techniques.
https://zenodo.org/records/21638961
