ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examines teachers’ profiles, their perceived and actual use of technology tools, and the effect that such use has on students’ academic performance, particularly in classroom discussions. Based on the premise that technology is a potential partner in the development of pedagogical practices, the study verifies how Google Classroom, Google Meet and Canva serve as support for 70 basic education teachers who teach at different educational levels. Research Design Study design the research was descriptive-correlational in nature and collected quantitative data using a valid survey questionnaire and ranked score indicator. Descriptive statistics described characteristics of teachers and level of use and inferential statistics (including ANOVA, Pearson r, and chi-square tests) were used to investigate associations among the variables. Results Both ratios of perceived and actual usage of technology tools with teaching experience, level of degree and ICT related Training were significant (p < 0.05), while those ratios to age or gender showed no significant differences. The most popular and effective tools were Google Classroom, then Google Meet and Canva. Additionally, there was a positive association between the levels of technology use and students' academic achievement, particularly in classroom conversations regarding participation, confidence, and understanding. The implications are that teacher readiness and continuous ICT training are important for the realization of technology integration goals. The findings of this study suggest that continued organizational support in relation to resource accessibility, staff development and policy enactment is required to facilitate further improvements in engagement and learning. Keywords — Technology Integration, Academic Performance, ICT in Education, Teacher Utilization, Digital Tools in Teaching