Lived Experiences of Pre-Service Teachers in the Practice Teaching Using Technology-Based Pedagogy and Interactive Digital Tools
Frenzy Joy Tano, Shielo Bilalang, Jonathan Roque
Received: 26 August 2026; Revised: 01 October 2026; Accepted: 14 October 2026; Published: 20 October 2026
DOI: https://doi.org/10.66074/R7J8W4L2P
Abstract
This study explored the lived experiences of pre-service teachers during practice teaching using technology-based pedagogy and interactive digital tools. A qualitative phenomenological research design was employed to understand how pre-service teachers experienced, adapted to, and coped with technology integration in real classroom settings. The participants were five selected graduates of Sultan Kudarat State University–Lutayan Campus who completed their practice teaching during the Academic Year 2024–2025. Data were collected using a validated semi-structured interview guide and analyzed through thematic analysis. Findings revealed that pre-service teachers experienced professional growth as they integrated technology into their teaching. The use of interactive digital tools, including Quizizz and Kahoot!, supported more engaging, interactive, and student-centered classroom experiences. However, participants encountered challenges such as limited technological infrastructure, unstable internet connections, equipment malfunctions, and varying levels of student digital literacy. To address these challenges, pre-service teachers relied on mentorship, peer collaboration, online resources, backup plans, and alternative teaching strategies. These experiences strengthened their adaptability, problem-solving skills, resilience, and professional competence. The study concludes that technology-based pedagogy and interactive digital tools offer valuable opportunities for pre-service teachers to develop their instructional practices and professional competence, but effective implementation requires adequate technological resources, institutional support, and ongoing training.
Keywords: Interactive digital tools, Philippines, phenomenological research design, pre-service teachers, student engagement, technology-based pedagogy
Author Information: Sultan Kudarat State University, Lutayan, Sultan Kudarat, Philippines; tanofrenzyjoy@gmail.com
Volume 2, Issue 4, December 2026