EFFECTIVENESS OF TECHNOLOGY-INTEGRATED TEACHING STRATEGIES: AS A PATHWAY TO A DIGITAL LITERACY IN BASIC EDUCATION AMONG ELEMENTARY TEACHERS

This study investigates the role of technology-integrated teaching strategies in enhancing digital literacy among elementary teachers within a basic education context. Addressing a gap in the literature on the effectiveness of technology use in developing teachers’ digital competencies, the research employed a descriptive survey design at Kawmpang Elementary School in the Philippines, involving a randomly selected sample of 50 faculty members. Data were collected through a structured questionnaire assessing the extent of technology integration and digital literacy levels, and were analyzed using descriptive statistics, independent-samples t-tests, and Pearson product-moment correlation, all conducted in the Statistical Package for the Social Sciences. Results indicate that teachers generally perceive technology integration as effective in improving instructional delivery, professional confidence, and productivity, with no statistically significant gender differences in digital literacy. A strong positive correlation (r = 0.756, p < .001) was found between the frequency of technology-integrated teaching strategies and teachers’ digital literacy levels, highlighting a reciprocal relationship whereby pedagogically aligned technology use fosters digital competence. These findings emphasize that digital literacy is embedded in instructional practice rather than an isolated skill, underscoring the need for sustained, context-sensitive professional development and institutional support to optimize technology integration. The study contributes to educational research by reconceptualizing digital literacy as a dynamic, practice-oriented competence. It offers practical implications for policymakers and school leaders to implement comprehensive capacity-building frameworks that enhance both teacher proficiency and instructional quality in technology-rich learning environments.