Lived Experiences of Multigrade Teachers on Technology Integration at Paiton Elementary School
Abstract:
This qualitative study examines multigrade teachers’ experiences in integrating technology into their instructional practices, along with the challenges encountered during its implementation. Based on in-depth interviews with five multigrade teachers and classroom observations, the findings suggest that teachers demonstrated resilience through self-directed learning, peer collaboration, and innovative lesson-planning strategies. They also highlighted the critical but often inconsistent role of administrative support in facilitating technology integration. However, barriers such as limited access to updated technology, insufficient training, inadequate administrative support, and constrained financial resources were identified. These challenges point to systemic issues that hinder the consistent and effective integration of technology in multigrade classrooms. The study underscores the need for targeted professional development, strengthened administrative support, and policy-driven resource allocation to institutionalize technology integration in rural and multigrade teaching contexts.
Keywords: administrative support, multigrade teaching, technology integration, teacher resilience
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