ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study explores the lived experiences of public elementary school teachers in the Division of Bataan who obtained Apple Teacher Certification and how they make sense of technology integration in an increasingly digital educational environment. Using qualitative, reflexive thematic analysis, the study examined narratives from four teacher cohorts, categorized by teaching experience and levels of technology integration. Apple Teacher Certification emerged as a catalyst for professional growth rather than a standalone credential. The findings highlighted the importance of contextualized training, supported classroom enactment, reflective and adaptive practice, collaborative professional culture, and sustained institutional Support in shaping meaningful technology use. These insights informed the development of the Framework of Reflexive, Pedagogical, & Systemic Integration (RPSI), which presents technology integration as a cyclical and developmental process shaped by professional learning, classroom enactment, peer collaboration, and policy Support. Teachers with sustained development and strong institutional backing demonstrated greater instructional confidence and innovation, whereas those with limited Support struggled to maintain technology-enhanced practices. The study concludes that meaningful and sustainable technology integration in public schools cannot be achieved through certification or isolated training alone but requires an aligned system of professional learning, reflective practice, collaboration, and institutional Support. The proposed framework offers practical insights for policymakers, school leaders, and professional development planners in the Division of Bataan. Keywords: reflexive thematic analysis; teacher professional development; technology integration; TPACK; diffusion of innovation.