Digital Literacy Skills of Teachers in Hilario Valdez Memorial Elementary School and Their Classroom Instruction Practices

Abstract

In the 21st century, digital literacy has become a core competency for educators, influencing how technology is integrated into classroom instruction. This study explored the digital literacy skills of teachers at Hilario Valdez Memorial Elementary School (HVMES) and how these competencies affect their teaching practices. Using a descriptive qualitative design, 15 purposively sampled teachers participated in semi-structured interviews and classroom observations. Data were analyzed thematically to identify patterns in self-perceived digital proficiency, tool usage, professional development, and instructional integration. Findings indicate that most teachers possess moderate digital literacy, frequently using presentation tools, multimedia resources, and learning management platforms, while emerging technologies, such as AI and interactive applications, are less commonly adopted. Professional development through workshops, school-based sessions, and self-directed learning supports skill enhancement, though confidence in technology integration varies. Classroom observations showed effective use of digital tools for motivation, lesson presentation, interactive activities, and assessment, but limitations such as unstable internet, limited devices, technical issues, and students’ varying digital skills constrained optimal integration. Teachers consistently emphasized the importance of digital literacy in enhancing student engagement and learning outcomes. The study highlights the need for sustained professional development, institutional support, and updated infrastructure to facilitate meaningful, pedagogically aligned technology integration. These findings contribute to understanding the continuum of digital literacy in teaching and provide evidence for improving teacher training and technology-enhanced instruction.