Abstract This study's central goal was to investigate the degree of the utilization and effectiveness of technology integrated into teaching pupils and to make suggestions for more effective incorporation of technology in education among teachers in District 1 of Isabela Negros Occidental, Philippines. This study employed a descriptive research design. The study respondents were 171 teachers selected from 12 public elementary schools in District I of Isabela, Negros Occidental, Philippines during 2015-2016. Simple random sampling was used. The researcher used a validated self-made questionnaire for data gathering. Frequency count, percentage distribution, mean, standard deviation, t-test, and Pearson r were employed for data analysis. The results revealed that the degree of technology integration in teaching pupils was minimal, yet it is effective. The younger teachers utilized technology more than the older teachers did; there was a significant difference in the degree of technology utilization in teaching pupils when respondents were grouped according to the length of service [F(4, 166) = 13.389, p = 0.000]; both male and female teachers utilized technology in the same manner. Teachers were more likely to incorporate educational technology into their classrooms since they were aware of its relevance . Specific school procedures on how technology should be used within the school did not influence teachers confident with using technology in their classroom. The Department of Education and stakeholders are encouraged to provide more technologies in the classroom as students learn better with technology.