Abstract
This study employed a descriptive research design to identify and analyze the actual experiences and difficulties primary teachers encounter when integrating Information and Communication Technology (ICT) in the classroom. Research was conducted quantitatively across all public elementary schools within a medium-sized division in Southern Negros. The investigation focused on key areas: office productivity tools, online platforms, and the adequacy of school facilities and equipment. Findings indicated that teachers faced significant challenges in these areas, highlighting a gap between the potential of ICT and its classroom implementation. To address these barriers, policymakers and trainers must understand the specific obstacles and costs involved. It is recommended that school administrators offer personalized professional development plans and mentorship opportunities with experienced educators. Furthermore, schools should prioritize ICT upgrades and support teachers in pursuing advanced degrees or certifications. Finally, teachers are encouraged to engage in action research to systematically solve challenges in technology utilization, ensuring an adequate flow of information among teachers, students, and administrators.
Keywords: Difficulties encountered, elementary school teachers, Information and Communications Technology (ICT), intervention plan