This study aimed to examine the relationship between teachers’ digital technology skills and educational media literacy with technology integration in teaching among elementary school teachers in Jam City. This applied study used a descriptive-correlational design. The statistical population included all elementary school teachers in Jam City during the 2025–2026 academic year (N=550), from whom 226 teachers were selected using Cochran’s formula and simple random sampling. Data were collected using standardized questionnaires measuring teachers’ digital technology skills, educational media literacy, and technology integration in teaching. The validity of the instruments was confirmed by expert judgment, and their reliability had been established in previous studies. Data were analyzed using SPSS version 26 through the Kolmogorov–Smirnov test, Spearman correlation coefficient, and multiple regression analysis. The results indicated a significant positive relationship between digital technology skills and technology integration in teaching (r=0.611, p<0.001). Educational media literacy was also positively and significantly related to technology integration in teaching (r=0.734, p<0.001). Moreover, a significant positive relationship was found between digital technology skills and educational media literacy (r=0.668, p<0.001). Multiple regression analysis showed that digital technology skills and educational media literacy jointly explained 55.1% of the variance in technology integration in teaching (R²=0.551, F=136.793, p<0.001). Educational media literacy (β=0.461, p<0.001) was a stronger predictor than digital technology skills (β=0.344, p<0.001). The findings suggest that improving teachers’ digital technology skills, particularly their educational media literacy, can enhance technology integration in teaching. Accordingly, professional development programs focused on these competencies may contribute to improving teaching and learning quality in elementary schools.