This qualitative-phenomenological research study aims to explore teachers’ lived experiences in technology integration in teaching in a local college during pandemic. It explains their views, challenges encountered, coping mechanisms, learnings, and experiences. The data were gathered through in-depth interviews with the ten HEI teachers as research participants. Using Moustaka’s phenomenological approach, five themes emerged, namely: facilitating distance teaching and learning, making classes motivating and engaging, allowing access to vast and limitless sources of information, experiencing difficulty adapting to technology, and having a positive attitude towards technology integration. It is recommended that GADTC’s college administrators continue to conduct faculty development activities to help their teachers harness their technological knowledge and capabilities. The activities may focus on making instructional technology more effectively to help students become lifelong learners by shifting their behavior from passive to active social learners.