EXPLORING KINDERGARTEN TEACHERS’ PRACTICES IN USING TECHNOLOGY IN TEACHING READING: A TRANSCENDENTAL PHENOMENOLOGICAL APPROACH

This qualitative study delves into how kindergarten teachers use technology to support early reading development. Drawing on a transcendental phenomenological approach, it captures the lived experiences of eleven seasoned public-school teachers in Pasay City, Philippines. Through in-depth interviews, the study reveals that educators frequently blend digital tools—like PowerPoint presentations, YouTube videos, and Smart TVs—with traditional manipulatives to actively engage young learners. These technologies help cater to various learning styles by incorporating visuals, sounds, and interactive elements that make literacy lessons more dynamic and effective. Teachers also use a mix of play-based learning, storytelling, and individualized instruction to build essential skills such as phonological awareness, vocabulary development, letter recognition, and word formation. While some challenges arise, including limited technical expertise and access to resources, many teachers show creativity and resilience—seeking support from peers and tapping into free online materials. The findings underscore the importance of continuous professional development and better access to technology in strengthening early literacy instruction. Ultimately, the study highlights how thoughtfully combining tech and manipulatives can create inclusive, engaging, and stimulating learning environments. These practices not only help establish a solid foundation for reading but also inspire a lifelong love of learning. The insights from this research can inform educators and policymakers in shaping effective strategies and training programs that enhance the use of technology in early childhood education.