Voices from the Margins: Exploring Teachers’ Technology Integration in Indigenous School Contexts

Jonel L. Caparoso1* & James L. Paglinawan2
1Department of Education, Division of Valencia City, Philippines
2College of Education, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81008

Abstract

This qualitative research explored teachers’ technology acceptance in Indigenous Peoples schools in Valencia City, Philippines, employing a descriptive phenomenological approach to investigate the lived experiences of seven teachers across various local IP schools. Using purposive sampling and in-depth semi-structured interviews, the study examined how teachers interpret, navigate, and respond to technology integration within environments marked by limited infrastructure, cultural diversity, and unique pedagogical needs. Thematic analysis surfaced four key themes: deep commitment to serving and respecting indigenous communities; resourceful utilization of limited technological resources; culturally responsive technology adaptation; and infrastructure-driven challenges emphasizing the need for sustained support. Findings revealed that teachers maximize available devices, contextualize technology use to honor indigenous identity and needs, and actively seek collaboration and continuous professional development. Despite facing challenges such as unreliable electricity, scarce devices, and inconsistent internet, teachers’ resilience and creativity enable the delivery of meaningful, inclusive digital learning. The research underscored the importance of empowering IP educators as change agents and offers valuable insights for developing culturally relevant, sustainable technology policies and programs, providing a foundation for further research and practical innovation in similarly marginalized educational settings.

Keywords: Technology Acceptance, Indigenous People.