ABSTRACT
This qualitative-phenomenological study explored the lived experiences of teachers in the integration of multimedia in teaching as a basis for In-Service Training in the Schools District of Oton for the school year 2025–2026. It revealed four major aspects of experiences of elementary teachers in integrating multimedia in teaching, which makes teaching more engaging and learner-centered, supports understanding of concepts and improves retention, helps address diverse learning styles and accessibility, and teachers feel confident, fulfilled, and motivated – but mindful of technical risks. While there were four emerged on the challenges experienced by elementary teachers in integrating multimedia in teaching infrastructure and technical disruptions (internet, power, equipment), limited technical expertise and troubleshooting demands, time management and preparation burden, and resource constraints and access issues. Further, coping strategies applied by teachers on the challenges experienced in integrating multimedia in teaching are preparedness through backup plans and alternative activities, advance preparation, testing, and downloading resources, skill building, collaboration, and continuous learning, aligning multimedia with objectives and keeping it simple.
INTRODUCTION
In most countries, including the Philippines, due to governmental policies, primary school instructors must incorporate the use of information and communication technologies (ICTs) into the learning process, which subsequently builds students’ critical analysis, ICT, collaborative, and creative competencies. To promote the use of ICTs in education, the Department of Education (DepEd) in the Philippines, along with the ICT4E Strategic Plan and the DCP (DepEd Computerization Program), has attempted to transform classrooms through updated teaching and learning materials and the training of teachers. However, the actual use of ICTs in education is still deficient, primarily due to inadequate connectivity and maintenance, and unsatisfactory teaching techniques (DepEd Bataan—Alboro, 2024).
One of the elements of modern education is multimedia. The use of multimedia in elementary school classrooms is most important as it provides teachers with the opportunity to demonstrate concepts with multiple and varied representations, which is beneficial for student understanding and interest. Mayer’s Cognitive Theory of Multimedia Learning (CTML) states that the use of high-quality multimedia in learning helps students understand a concept by guiding students to pay attention to specific information (elements) by using visual and verbal representations, and by subdividing the information into several portions. On the contrary, the absence of high-quality multimedia and improper use may cause students’ working memory to become overloaded (Mayer, 2021).
Globally, studies indicate that for technology integration to be relevant and purposeful, teachers must possess an integrated understanding of technology, pedagogy, and content. The TPACK (Technological Pedagogical Content Knowledge) framework is a model that represents the overlap between technology, pedagogy, and content in teaching, wherein teaching with technology is most effective when all three areas are integrated. The presence of technology in a classroom may be irrelevant if effective teaching strategies are not employed (Voogt et al, 2021).
In elementary settings, qualitative studies add that teachers often require clearer curricula, longer-term professional development, and practice communities to understand technology’s roles and limitations (Pappa, Georgiou, & Pittich, 2024). Contemporary reviews also differentiate first-order (infrastructure, support, and training) and second-order (beliefs, confidence, and attitudes) barriers. Both types can halt sustained technology use unless addressed simultaneously through ongoing professional development (PD) that incorporates active learning and follow-up in the classroom (Bećirović, 2024; Siyam et al., 2025). Recently, some studies in the Philippines have started measuring readiness and usage patterns. A quantitative correlational study in Laguna, for instance, found elementary teachers with strong pedagogical and content knowledge, but relatively weak technology knowledge and a tendency to use only standard digital tools. This reinforces the need for focused training and the provision of a variety of tools (Mane, 2025). These findings indicate an urgent need to understand the challenges and opportunities faced by elementary teachers through qualitative research and to implement the findings through targeted in-service training (INSET) models. This study focused on bridging policy and practice by aligning system-level goals with professional learning that meets teachers’ everyday realities while enhancing students’ multimedia experiences in the classroom (DepEd Bataan-Alboro, 2024). This study meets this need by providing an empirical foundation for INSET that is based on teachers’ perceptions and profile characteristics. (Rogador & Bola, 2025; Pappa et al., 2024).
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