BENDELLAA El-Kawther2026-02-092026-02-092026-02-09https://dspace.univ-tlemcen.dz/handle/112/25700In the digital age, technology has become an essential component of modern education, offering new opportunities for engagement, personalized learning and skill development. However, the integration of educational technology in primary schools, particularly in developing countries, remains inconsistent and often hindered by various challenges. This study investigates the level of technological awareness among primary school teachers from Techouar Sid Ahmed primary school and different initial stage of schooling, and parents of pupils at Techouar Sid Ahmed primary school, with a focus on how digital tools are perceived, used and supported in the learning environment. The research explores key factors influencing technology adoption, including training, infrastructure, teacher experience and parental involvement. A case study was employed using a mixed-methods approach and combining data from a structured questionnaire completed by 20 teachers and semi-structured interview conducted with four parents. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings reveal that although most teachers and parents recognize the educational value of technology, its effective use is limited by lack of training, digital literacy and institutional support. The study concludes that successful integration of educational technology requires coordinated efforts among educators, parents and policymakers, including targeted training, improved access to digital resources and stronger collaboration. The research contributes to the broader discussion on digital education in Algeria and provides practical recommendations to enhance the implementation of technology in primary school settingenThesis