This study investigates the integration of digital tools in teaching and its relationship with student academic performance among elementary educators at Guiwan Elementary School during the 2024–2025 school year. Utilizing a descriptive correlational design, the research explores the frequency, types, and purposes of digital tool use, as well as the challenges teachers face in technology integration. Data were collected from 37 teachers through purposive sampling, focusing on those with experience in digital technology. Results reveal that while the majority of teachers have received training in digital tool integration (64.86%), significant gaps remain, with 35.14% lacking formal preparation. Digital tools are most frequently used for lesson delivery and communication, but less so for feedback and collaboration. The findings also highlight disparities in access, confidence, and device availability, which influence the extent of technology use. The study identifies a positive but varied relationship between teachers integration of digital tools and students academic performance, suggesting that effective and consistent use of technology can enhance learning outcomes. However, barriers such as insufficient training, limited resources, and infrastructural challenges persist. The results underscore the need for targeted professional development and equitable access to digital resources to maximize the benefits of educational technology in elementary settings.