Authors : Annalou J. Planos

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/fbjw98rn

Scribd : https://tinyurl.com/muxm7e79

DOI : https://doi.org/10.38124/ijisrt/25aug1316

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Abstract : This phenomenological study looked into the experiences of intermediate-grade teachers in using technology to strengthen the reading skills of elementary learners. A total of ten teachers from the Compostela West District, Division of Davao de Oro participated in the research. Drawing from in-depth interviews and thematic analysis, the findings showed that teachers made effective use of digital tools and visual strategies to make reading lessons more engaging and interactive. These approaches helped students better understand texts and retain what they learned. The results also revealed that technology not only captured students’ interest but also made it easier for teachers to adjust lessons to different reading levels and learning needs. Despite these benefits, the teachers encountered several challenges, such as weak technological infrastructure, limited access to updated devices, and insufficient training in digital literacy. These issues often disrupted consistent technology integration, which in turn made it difficult to maintain innovative classroom practices. To respond to these concerns, the study suggested several interventions: investing in reliable digital infrastructure, preparing offline resources for learners in areas with poor connectivity, and organizing teacher training programs that strengthen digital skills. It also emphasized the value of school-community partnerships and active involvement of stakeholders in planning and supporting such initiatives.

Keywords : Utilizing Technology to Improve Reading Skills, Intermediate Grade Teachers.

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