Technology Fatigue Among Seasoned Teachers: Experiences of Teaching in Digitally Intensive School Environments

Abstract

Technology has become an integral part of teaching, providing opportunities for instructional innovation while also creating additional demands for educators. This study explored technology fatigue among seasoned teachers working in digitally intensive school environments, focusing on their experiences, contributing factors, coping strategies, and recommendations for fellow teachers. Specifically, it examined how teachers experienced technology fatigue over the years, the factors that contributed to it, the strategies they employed to manage it, and the recommendations they offered to other seasoned teachers. The study involved 14 seasoned public secondary school teachers in selected schools in the Division of Valencia City, Bukidnon, Philippines. A qualitative research approach was used to understand the participants’ experiences and perspectives regarding technology-related demands in their professional lives. The findings revealed four emerging themes: Accumulating Physical, Mental, and Emotional Exhaustion from Digital Demands; Digital Workload Overload, Technological Barriers, and Inadequate Support; Intentional Self-Management, Personal Boundaries, and Social Support; and Balanced Technology Use Through Self-Paced Learning, Workload Management, and Collaborative Support. The findings indicated that technology fatigue was associated with prolonged screen exposure, multiple digital platforms, administrative reporting requirements, frequent technological changes, connectivity problems, and insufficient technical assistance. Participants managed these challenges through task prioritization, regular breaks, work-life boundaries, collaboration with colleagues, the use of templates, and the selective use of traditional teaching methods. They also recommended gradual technology learning, purposeful selection of digital tools, reduced administrative workload, practical training, and stronger institutional support. The study concludes that addressing technology fatigue requires shared responsibility between teachers and educational institutions. Providing manageable digital expectations, accessible technical assistance, relevant professional development, and opportunities for recovery may help seasoned teachers maintain their well-being and instructional effectiveness in digitally intensive school environments.