E-VALUES ED: UNFOLDING TEACHERS` EXPERIENCES IN THE INTEGRATION OF TECHNOLOGY IN TEACHING VALUES IN ELEMENTARY EDUCATION

Abstract

The integration of technology in elementary values education has emerged as a transformative approach to enhance teaching and learning experiences. This qualitative phenomenological study explored the lived experiences of elementary teachers in integrating technology into values instruction, examining both its benefits and challenges. Findings reveal that technology significantly enhances learner engagement, motivation, and participation, while supporting student-centered, experiential, and meaningful approaches to moral learning. Teachers reported increased confidence, creativity, and professional growth, facilitated by accessible multimedia resources, interactive tools, and collaborative platforms. Technology also influenced personal values by promoting openness, flexibility, patience, and lifelong learning, while reinforcing digital citizenship and ethical awareness. Despite these positive outcomes, teachers faced notable challenges, including unstable internet connectivity, limited access to devices, varying levels of technological proficiency, digital distractions, and the need to balance screen time with reflective moral discussions. The study highlights that technology functions as both an enabler and a barrier, depending on infrastructural support, teacher preparedness, and guided implementation. Overall, the integration of technology in values education requires careful planning, ethical guidance, and continuous professional development to ensure that digital tools enhance, rather than overshadow, the holistic formation of learners’ moral and ethical competencies. Keywords: moral development, learner engagement, teacher preparedness, student-centered pedagogy