The pervasive integration of learning technologies has fundamentally transformed educational landscapes, offering powerful tools to enhance teaching and learning processes. Formative assessment, as a cornerstone of effective pedagogy, provides real-time insights into student understanding and guides instructional adjustments. Employing a qualitative research design with an interpretive phenomenological approach, this study engaged twenty experienced teachers from second-grade elementary schools in Hamedan, Iran. Participants were selected through purposive and criterion-based sampling. Data were collected via in-depth, semi-structured interviews, each lasting 45-60 minutes, and were meticulously analyzed using a hierarchical thematic analysis method, involving open, axial, and selective coding. The analysis of qualitative data, derived from in-depth interviews with experienced elementary teachers, revealed a comprehensive and multi-dimensional framework of six core competencies essential for the effective integration of learning technologies into formative assessment practices. These competencies represent a synergistic blend of knowledge, skills, and attitudes. The study concludes that the effective integration of technology into formative assessment is a multi-faceted endeavor requiring teachers to develop a sophisticated blend of technical, pedagogical, cultural, and subject-specific competencies.