This study aimed to examine the use of technology, perceived barriers, and strategies for overcoming them among instructors at Quirino State University, to determine whether demographic factors played a role, an aspect commonly studied in educational technology research. The study was a descriptive survey conducted to collect information from 30 faculty members using a Likert-scale questionnaire. Mean differences were significantly assessed through statistical technology using means, independent sample t-tests, and one-way ANOVA in terms of gender, educational attainment, program affiliation, and subjects taught. The survey results showed that instructors’ basic ICT use is common, but they have lowered their use of advanced interactive technologies. Perfected obstacles were moderate, and they were mostly associated with poor infrastructure and technical service. Teachers noted that they would proactively participate in teacher improvement and invest themselves in taking into consideration these issues. Importantly, the analyses did not always show any statistically significant differences in technology use, perceived barriers, or overcoming efforts on the basis of gender, level of education, program affiliation or subjects taught. This implies that the issues related to technology integration and mitigation approaches are partially broad on a systemic level, but not limited by the levels of specific demographic characteristics. The paper concludes that the challenges of technology integration must be put in institution-wide remedies. Among the recommendations, one can single out the improvement of digital infrastructure, the strength of technical support, and both the accessibility and high-quality instrumental professional development of all educators. Such thinking can create a fair and accepting atmosphere, which allows all the instructors to take advantage of technology to enhance the delivery of learning.