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Journal articles on the topic 'Teachers' integration of technology in teaching'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Baporikar, Neeta. "Technology Integration and Innovation during Reflective Teaching." International Journal of Information and Communication Technology Education 12, no. 2 (2016): 14–22. http://dx.doi.org/10.4018/ijicte.2016040102.

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With emerging innovations, the use of technology tools to make learning process effective is foreseeable. Hence, appropriate incorporation of technology can make a valuable contribution to the learning and undoubtedly reflection is core to learning. With today's twenty-first century learners, it is important that educators advocate integrating twenty-first century skills into their reflection activities. In Ray and Coulter's study (2008) on the use of blogs by teachers for reflective purposes, the authors conclude that “Teachers would benefit from combining the skills of technology and reflect

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2

Khalikova, Dilafruz, and Gulkhayo Yuldasheva. "DEFINITION OF TECHNOLOGY AND TECHNOLOGY INTEGRATION." MODERN SCIENCE AND RESEARCH 3, no. 1 (2024): 302–5. https://doi.org/10.5281/zenodo.10531455.

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<em>Use of Technology in English Language Class Technology is an effective tool for learners. Learners must use technology as a significant part of their learning process. Teachers should model the use of technology to support the curriculum so that learners can increase the true use of technology in learning their language skills. Teachers should find methods of applying technology as a useful learning instrument for their learners although they have not learnt technology and are not able to use it like a computer expert. The application of technology has considerably changed English teaching

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Triplett, William J. "Impact of Technology Integration in STEM Education." Cybersecurity and Innovative Technology Journal 1, no. 1 (2023): 16–22. http://dx.doi.org/10.53889/citj.v1i1.295.

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The challenge of preparing students for technology has prompted educators to increase technology in public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in classrooms. To understand teachers’ conceptions of technology integration, this research study explored definitions and importance of STEM education in technology and individuals’ attitudes toward incorporating technology int teac

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Renu, Singh. "Barriers of technology integration in teaching English." International Journal of Academic Research in Business, Arts & Science ( IJARBAS.COM ) 2, no. 2 (2019): 24–37. https://doi.org/10.5281/zenodo.3364752.

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The study presents an exploratory perspective on barriers to technology integration in teaching English at school. The aim of this qualitative study was to explore the EFL teachers’ perceptions of possible barriers of technology integration in teaching at school. The data collected from ten EFL teachers through semi-structured interview were analyzed thematically to explore the perceived barriers of technology integration. The major finding of the study revealed the fact that EFL teachers are ready to integrate technology but they feel challenged due to some external factors such as insu

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Nurwahidah, Nurwahidah, Sulfasyah Sulfasyah, and Rukli Rukli. "Investigating Grade Five Teachers’ Integration of Technology in Teaching Reading Comprehension Using the TPACK Framework." Journal of Language Teaching and Research 14, no. 4 (2023): 927–32. http://dx.doi.org/10.17507/jltr.1404.09.

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Integrating technology effectively in the classroom is essential to ensure a beneficial learning experience for students. This study aimed to investigate teachers' integration of technology when teaching reading comprehension and the factors influencing their integration. The teachers' technology integration was assessed using the TPACK framework's lens. The research method used was a qualitative approach. In this study, two fifth-grade teachers in Barru Regency, South Sulawesi Province, Indonesia, became the research subjects. The data was collected by class observation, interview, and docume

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Nogaibayeva, Akmarzhan A., Adem Ozkan, Ahmet Yildiztas, and Mehmet Tas. "Exploring Teachers’ View on Technology and a Sustainable Adoption Framework in Language Teaching and Learning: A Systematic Review." Journal of Curriculum and Teaching 13, no. 4 (2024): 93. http://dx.doi.org/10.5430/jct.v13n4p93.

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This systematic review investigates teachers' viewpoints on technology integration in language teaching and learning, focusing on developing a sustainable adoption framework. Using the PRISMA framework, 225 peer-reviewed articles were initially selected, and 35 articles were finally included as they specifically addressed teachers' attitudes towards technology. Noteworthy findings reveal that 90% of these articles reflect positive perceptions among teachers, indicating a belief in technology's potential to enhance learning and teaching. However, despite this optimism, approximately 90% of thos

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Çoklar, Ahmet Naci, and Işıl Kabakçı Yurdakul. "Technology Integration Experiences of Teachers." Discourse and Communication for Sustainable Education 8, no. 1 (2017): 19–31. http://dx.doi.org/10.1515/dcse-2017-0002.

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AbstractTeachers are important providers of educational sustainability. Teachers’ ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers’ technology integration experiences in the course of learning and teaching processes. In doing so, qualitative research methods have been applied. The participants of the study were four teachers of different subject fields who work at a public secondary school in 2015–2016 school years and regard themselves as competent i

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Nkosi, Praygod Bonginkosi, and Sylvia Manto Ramaligela. "The Use of Educational Technologies for Creative Teaching in South African Technology Classrooms : A Social Constructivist Approach." Jurnal Paedagogy 12, no. 2 (2025): 252. https://doi.org/10.33394/jp.v12i2.14886.

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This study aims to explores how Technology teachers enhance their Creative Teaching Skills by integrating Educational Technologies into their classroom practices. This study followed a qualitative research approach where a case of seven teachers enrolled for honours degree were sampled. Qualitative thematic analysis was used for the data which was collected through non-participatory observation. Through a Social Constructivism frame, the findings of this study indicate that through the planning and presentation of several lessons, the teachers showed great improvement in the integration of Edu

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Li, Yi, Qiu Wang, and Jing Lei. "Exploring Technology Professional Development Needs of Digital Immigrant Teachers and Digital Native Teachers in China." International Journal of Information and Communication Technology Education 16, no. 3 (2020): 15–29. http://dx.doi.org/10.4018/ijicte.2020070102.

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This study examined if professional development needs of digital natives and immigrant teachers differed for technology integration in a Chinese education setting. Quantitative and qualitative data was collected from 500 teachers at six schools in China. The digital native teachers and immigrant teachers were compared in terms of their different technology use behaviors and integration skills. The findings indicated that even though the digital native teachers had greater comfort with basic technology than the digital immigrant teachers, they still required training for effective integration o

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Gcabashe, Nduduzo Brian. "Experiences of integrating technology during teaching practice: A case of business studies student teachers in South Africa." International Journal of Business Ecosystem & Strategy (2687-2293) 6, no. 6 (2024): 148–57. https://doi.org/10.36096/ijbes.v6i6.683.

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In South Africa, there is a pressing need to produce teachers who can integrate technology in teaching and learning. Therefore, this qualitative study explores business studies student teachers’ experiences of integrating technology during teaching practice. This study is located within the interpretive paradigm and an exploratory case study is adopted as its research design. TPACK framework serves as the lens used to understand the experiences of six student teachers who were sampled purposefully. Data collected through focus group interviews were analysed thematically. The study revealed tha

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Zeichner, Orit. "Teachers’ views and perceptions of ICT – Differences between veteran schools and newer schools." International Journal on E-Learning 20, no. 1 (2021): 83–108. https://doi.org/10.70725/179599dnjlrh.

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The current study examines teachers’ views and perceptions of Information and Communications Technology (ICT), and whether there are differences between teachers in veteran schools (with over four years of experience in the ICT program) and teachers in schools with less experience. The study included 81 teachers from fifteen schools at various stages of the program. The research methodology was qualitative. An online questionnaire was built using ‘Google Forms’. The findings support the notion that the more positive teachers’ emotional and cognitive aspects toward technology and computers, and

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Mufida Yasin, Amalia, Djoko Sutrisno, and Fauzia. "Exploring the Relationship between Teacher Attitudes towards Technology Integration in the Classroom." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 12, no. 2 (2024): 1616–32. https://doi.org/10.24256/ideas.v12i2.5709.

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Technology integration in education has become a major concern in modern curriculum development. English teachers play an important role in the successful implementation of technology in the classroom, and their attitude towards technology is a key factor influencing how well it is integrated. This study was conducted to explore the relationship between English teachers' attitudes towards technology and the level of technology integration in teaching, focusing on English teachers in 17 schools spread across four districts. The study utilized a mixed method approach involving both qualitative a

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Ahmad, Amna Said, and Kawthar Younes Hamad. "Technology Integration in Teaching: A Study that Examines How Technology Integration Affects Student Achievement." Journal of Education and Culture Studies 4, no. 3 (2020): p44. http://dx.doi.org/10.22158/jecs.v4n3p44.

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The study examines technology integration in instructional classes and their impact on student achievement, because integrating technology into teaching allows the teacher to take control of all students and draws their attention, greatly reducing classroom discipline issues.In addition, it boosts teacher self-confidence because he speaks to students in their technological language, facilitates teachers’ assessment of their students - if the teacher used an appropriate assessment tool, and allows students who are having difficulty in class to actively participate in lessons, helping teachers s

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RAIZHA, MANTLI KADATUAN MAHIRAH M. SALIK and RAMLAH A. DUGE. "TEACHERS' INTEGRATION OF TECHNOLOGY IN TEACHING AND LEARNERS' ACADEMIC OUTCOMES." International Journal of Advanced Scientific and Technical Research 15, no. 2 (2025): 59–71. https://doi.org/10.5281/zenodo.15533240.

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<strong>ABSTRACT</strong> This study aimed to determine the teachers’ technology integration in teaching and learners’ academic outcomes of selected schools in Aleosan East District, Pagalungan District and Pikit North District. This study utilized a complete enumeration sampling technique provided that the respondents were elementary teachers of selected schools in Aleosan East District, Pagalungan District and Pikit North District. The findings revealed that the teachers’ integration of technology in teaching has a significant relationship with the learners’ academic

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Maharani, Adinda Dwi Putri, and Nur Hidayat. "Teachers’ Beliefs on Technology Integration in English Language Teaching." Inspiring: English Education Journal 8, no. 1 (2025): 32–48. https://doi.org/10.35905/inspiring.v8i1.13030.

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This study aimed to investigate teachers' beliefs towards technology integration in English language teaching in the classroom and identify the factors that support and hinder them in using technology in English language teaching. The participants were five English teachers in one of the senior high schools in Central Java, Indonesia. The data was collected through observation and semi-structured interviews. The researchers conducted a thematic analysis to analyze the data. The findings indicated that the interaction between teachers and students plays an essential role in increasing students'

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Razak, Nor Asiah, Habibah Ab Jalil, Steven Eric Krauss, and Nor Aniza Ahmad. "Teachers' Successful Information and Communication Technology Integration in Primary School." International Journal of Information and Communication Technology Education 17, no. 4 (2021): 1–18. http://dx.doi.org/10.4018/ijicte.20211001.oa4.

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Despite extensive research on ICT integration among teachers, limited knowledge was given to understand the successful integration of ICT among teachers. For those purposes, a single-case study aimed to explain the successful integration of ICT by teachers into teaching in one national primary school in Malaysia. Data were collected using multi-method of data collection including in-depth interviews, non-participants observations, and document analysis. The results discovered three models that lead to teachers' successful ICT integration in teaching, explaining how the interactions between the

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Bakar, Nurul Shahhida Abu, Siti Mistima Maat, and Roslinda Rosli. "MATHEMATICS TEACHER’S SELF-EFFICACY OF TECHNOLOGY INTEGRATION AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE." Journal on Mathematics Education 11, no. 2 (2020): 259–76. http://dx.doi.org/10.22342/jme.11.2.10818.259-276.

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This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based o

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Pratiwi, Damar Isti, and Budi Waluyo. "Revealing English Teachers’ Views of Digital Technology Integration at Vocational Universities." Journal of English Education and Teaching 8, no. 3 (2024): 749–63. https://doi.org/10.33369/jeet.8.3.749-763.

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Previous research has validated teachers' positive attitudes toward incorporating digital technology into general English classes, but little research has been undertaken in vocational universities, where English is classified as English for Specific Purposes. As a response, this study explored vocational university teachers’ perceptions of integrating digital technology in teaching English by considering years of teaching experience. Framed by a mixed-method research design with surveys and interviews, it engaged 120 vocational university teachers in Indonesia. Quantitative data were examined

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Saepuloh, Asep, and Vina Aini Salsabila. "THE TEACHING OF WRITING RECOUNT TEXTS BY UTILIZING PADLET." Indonesian EFL Journal 6, no. 1 (2020): 45. http://dx.doi.org/10.25134/ieflj.v6i1.2637.

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Writing has always been beneficial for those who master it. Albeit its virtues, it is subject to investigation due to issues concerning its derisory tasks, its complexity, and its arid learning activities. Based upon the issues, this study is aimed at portraying how English teachers teach students writing recount texts by integrating Padlet into their classroom. Involving one English teacher and a class of 25 students, this study obtained the data through observation of four class meetings. The data were then analyzed qualitatively to depict thoroughly the teaching practice of the teacher as P

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20

Bazila Tariq, Maria Dilawar, and Yaar Muhammad. "Innovative Teaching and Technology Integration: Exploring Elderly Teachers’ Attitudes." International Journal of Distance Education and E-Learning 5, no. 1 (2020): 1–16. http://dx.doi.org/10.36261/ijdeel.v5i1.789.

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To stay current in this dynamic age, innovation and adaptability is not only considered a key to success, rather it is deemed a significant tool of survival. The field of education has metamorphosed with the shift of focus from teachers’ teaching to students’ learning. This change implies that teachers consistently update their practices and innovate in order to meet the needs of students with diverse skills. With the introduction of student-centred classrooms, project based learning, practical discovery and technological integration, the traditional lecture methods and the idea of passive stu

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Shalsabila, Melsya, Misbahul Jannah, and Wati Oviana. "Analysis of TPACK ability of elementary school teachers in Langsa City in compiling independent curriculum teaching modules." Jurnal Geuthèë: Penelitian Multidisiplin 7, no. 3 (2024): 149. https://doi.org/10.52626/jg.v7i3.374.

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Realizing independent learning, one of its successes is largely determined by the role of the teacher in preparing lesson plans. One of them is by developing teaching modules using technology integration. The appropriate technology integration model to describe these skills or abilities is Technological Pedagogical and Content Knowledge (TPACK). TPACK is the teacher's knowledge of pedagogical content and teaching technology and how the three are combined, namely, between the teacher's skills and knowledge of learning materials, teaching pedagogical skills and integrating technology in the lear

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Taole, Matshidiso Joyce. "ICT Integration in a Multigrade Context: Exploring Primary School Teachers Experiences." Research in Social Sciences and Technology 9, no. 1 (2024): 232–52. http://dx.doi.org/10.46303/ressat.2024.13.

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Technology offers pedagogical affordances that can transform teaching and learning in multigrade classrooms to assist in the process of teaching and learning. However, it is challenging for teachers to effectively integrate technology into their classrooms, given the complex and dynamic multigrade context. The technological pedagogical content knowledge (TPACK) model was a lens through which to explore teachers’ experiences in ICT integration in their multigrade classrooms in selected primary schools in South Africa. A case study design guided this qualitative study. Semi-structured interviews

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Ahmad, Nurul Shahida, and Mohan Rathakrishnan. "Digital Technology Integration in Teaching and Learning Among Teachers in Kedah, Malaysia." International Journal of Instruction, Technology and Social Sciences 4 (March 26, 2025): 83–94. https://doi.org/10.47577/ijitss.v4i.144.

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Integrating digital technology in education is essential for preparing students with 21st-century skills, yet its implementation varies across regions. In Malaysia, national policies such as the Malaysia Education Blueprint (2013-2025) and the Digital Education Policy (2023) emphasize digital transformation in teaching and learning. However, research on regional disparities, particularly in Kedah, remains limited. This study examines the extent of digital technology integration among teachers in Kedah and identifies demographic and professional factors influencing its adoption. A two-phase res

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Abas, Mel S., and Alex D. David. "Teachers’ Self-Assessment Towards Technology Integration in Teaching Mathematics." International Journal for Cross-Disciplinary Subjects in Education 10, no. 2 (2019): 4068–79. http://dx.doi.org/10.20533/ijcdse.2042.6364.2019.0496.

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Khan, Md Shahadat Hossain, Shaista Bibi, and Mahbub Hasan. "Australian Technical Teachers’ Experience of Technology Integration in Teaching." SAGE Open 6, no. 3 (2016): 215824401666360. http://dx.doi.org/10.1177/2158244016663609.

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Hovland, J., and G. Kessler. "Elementary Teachers’ Technology Integration Self-Efficacy for Teaching Nutrition." Journal of the Academy of Nutrition and Dietetics 117, no. 9 (2017): A55. http://dx.doi.org/10.1016/j.jand.2017.06.163.

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Sollano, Hazel Villaruel. "ISSUES AND CONCERNS ENCOUNTERED BY ELEMENTARY TEACHERS IN TEACHING INFORMATION COMMUNICATION TECHNOLOGY IN SCHOOLS IN ZONE 2 OF INFANTA DISTRICT: BASIS FOR AN INTERVENTION PROGRAM." Ignatian International Journal for Multidisciplinary Research 2, no. 2 (2024): 286–99. https://doi.org/10.5281/zenodo.10715870.

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This study aimed to determine the issues and concerns of elementary teachers in integrating ICT in teaching among selected schools in Zone 2. The results of the study served as the basis for designing the best intervention program. The overall weighted mean of issues encountered by elementary teachers in schools in integrating ICT was verbally interpreted as partially. It showed that most of the teacher-respondents considered producing a text using a word processing program as one with “a lot” of concern. Concerns of teachers in integrating ICT skills in teaching are partially obse

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O'Leary, Emmett J., and Julie K. Bannerman. "Technology Integration in Music Education and the COVID-19 Pandemic." Bulletin of the Council for Research in Music Education, no. 238 (October 1, 2023): 23–40. http://dx.doi.org/10.5406/21627223.238.02.

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Abstract The COVID-19 pandemic caused schools to implement a variety of teaching modalities, with technology playing a central role in teachers’ work. Music education was no exception. Music teachers were required to use educational technology in new ways throughout pandemic teaching, but it was unknown if the pandemic would foment meaningful changes to ongoing educational praxis or represent a temporary adaptation in teaching. This descriptive qualitative study explored music educators’ experiences teaching with technology during the COVID-19 pandemic and their expectations for using technolo

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Midaeva, Asset A., and Adam Sh Dukaev. "INTEGRATION OF INFORMATION TECHNOLOGY IN TEACHING ACTIVITIES." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 11/5, no. 152 (2024): 119–24. https://doi.org/10.36871/ek.up.p.r.2024.11.05.018.

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With the rapid development of information technology, the deep integration of information technology, education and teaching has brought about revolutionary changes in the lives of teachers and students of professional institutions. This article analyzes the background of this urgent problem, outlines the current status quo of informatization teaching in higher professional institutions in our country, and finally provides constructive ideas and countermeasures to provide a clear direction for the modernization of higher professional institutions.

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Sari, Rima Andriani, Made Hery Santosa, Ni Nyoman Padmadewi, Ni Made Ratminingsih, Putu Kerti Nitiasih, and I. Gede Budasi. "Readiness of Gen-X English High School Teachers in Integrating Teaching with Technology." Journal of Education Technology 7, no. 2 (2023): 361–71. http://dx.doi.org/10.23887/jet.v7i2.58077.

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During pandemic, almost all school activities rely on the use of technology. Teachers are expected to teach using the online platforms. This study aims at analyzing the readiness of English high school teachers who are categorized into Gen X in integrating technology in teaching, by using TPACK framework. The study applies a descriptive qualitative design. Research subjects were 58 Gen X English high school teachers in one province in Indonesia. Data were collected by distributing online questionnaire to the teachers. Data analysis of triangulation was conducted by doing semi-structured interv

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Wieczorek, Starsh, and Dr Janet Namuchila. "Examing Effectiveness of Technology Integration in Teaching and Learning." International Journal of Advanced Multidisciplinary Research and Studies 5, no. 2 (2025): 518–26. https://doi.org/10.62225/2583049x.2025.5.2.3867.

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This study examines the integration of technology in education and its impact on academic performance in Kasenengwa District, focusing on both teachers and students. Utilizing a mixed-methods approach, data were collected through surveys and interviews, revealing critical insights into technology use in rural educational settings. The results indicated that approximately 30% of teachers utilize technology daily, while 40% use it weekly, demonstrating a moderate level of engagement with digital tools. Notably, 70% of teachers reported that technology enhances comprehension in subjects like math

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Lee, Jeffrey Chih-Yih, and Paul Sparks. "Three Hurdles to Technology Integration: A Case Study of Technology Integration in Bungamati." Journal of NELTA 18, no. 1-2 (2014): 105–14. http://dx.doi.org/10.3126/nelta.v18i1-2.10334.

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Integrating technology in education is an extraordinary challenge in rural villages of developing countries like Nepal. Since greater understandings of the circumstances surrounding teachers and schools could illuminate issues and opportunities for positive change, a case study of the telecenter in Bungamati, Nepal was conducted. Data, in the form of interviews, observations and related documents, were gathered and analyzed to highlight and understand the local hurdles for integrating technology in teaching. Findings were threefold: teachers lack technology integration skills; informal learnin

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Marsevani, Maya, Nafa Indah Sasmi, and Leil Badrah Zaki. "Examining EFL Teachers' Perspectives: Enhancing Learning Through Technology-Integrated Instruction." Linguists : Journal of Linguistics and Language Teaching 10, no. 2 (2024): 249. https://doi.org/10.29300/ling.v10i2.5390.

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This study aims to examine EFL teachers' perspectives on improving learning by integrating learning with technology. This research utilized a qualitative case study methodology. Data collection was conducted using a combination of observation and in-depth interviews. Observations provided direct insight into the classroom environment, while interviews allowed teachers to share their perspectives and experiences regarding technology integration. The participants of this study were two purposively selected English teachers from a public secondary school in Batam City, each of whom had more than

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Mary Adelle Calingasan Veridiano and Joseph Mitas Brondo. "Perceived technology integration of Filipino teachers teaching in the U.S.A." World Journal of Advanced Research and Reviews 17, no. 3 (2023): 471–79. http://dx.doi.org/10.30574/wjarr.2023.17.3.0363.

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Integrating technology, pedagogy, and content knowledge in teaching is a challenging but fulfilling undertaking. Teachers in the 21st century are expected to integrate technology in the classrooms effectively, while at the same time being knowledgeable in the pedagogy and content of the subjects being taught. The purpose of this study is to describe the perceptions of Filipino teachers teaching in the U.S. on the Technological Pedagogical Content Knowledge (TPCK) framework. Data was gathered through a survey using the Questionnaire to Measure Perceived Technology Integration Knowledge of Teach

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Mary, Adelle Calingasan Veridiano, and Mitas Brondo Joseph. "Perceived technology integration of Filipino teachers teaching in the U.S.A." World Journal of Advanced Research and Reviews 17, no. 3 (2023): 471–79. https://doi.org/10.5281/zenodo.8128807.

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Integrating technology, pedagogy, and content knowledge in teaching is a challenging but fulfilling undertaking. Teachers in the 21st century are expected to integrate technology in the classrooms effectively, while at the same time being knowledgeable in the pedagogy and content of the subjects being taught. The purpose of this study is to describe the perceptions of Filipino teachers teaching in the U.S. on the Technological Pedagogical Content Knowledge (TPCK) framework. Data was gathered through a survey using the Questionnaire to Measure Perceived Technology Integration Knowledge of Teach

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Lailiyah, Masrurin, and Bambang Yudi Cahyono. "Indonesian EFL Teachers’ Self-Efficacy towards Technology Integration (SETI) and Their Use of Technology in EFL Teaching." Studies in English Language Teaching 5, no. 2 (2017): 344. http://dx.doi.org/10.22158/selt.v5n2p344.

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<p><em>The advance of technology nowadays has encouraged many English as a Foreign Language (EFL) teachers to use technology in EFL teaching. However, some EFL teachers are still reluctant to take the opportunity. Low level of self-efficacy has been identified as a factor that hinders EFL teachers to use technology in EFL teaching. While a lot of research on EFL teachers’ self-efficacy has been reported in the literature, EFL teachers’ Self-Efficacy towards Technology Integration (SETI) has been rarely studied, especially in the Indonesian context of EFL teaching. Therefore, this s

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Abbaszadeh, Zahra, and Tanya Hathaway. "Iranian Teachers' Perceptions of Technology Integration in Teaching English as a Foreign Language." Journal of Language and Culture in Education 1, no. 1 (2024): 114–38. https://doi.org/10.5281/zenodo.12817817.

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The integration of technology in higher education, particularly in the teaching of English as a foreign language (TEFL), has been significantly impacted by globalisation. The COVID-19 pandemic has accelerated this trend, with a shift towards online and mobile-assisted language learning. This study, which employed a small-scale qualitative research approach using volunteer sampling and face-to-face interviews, explores Iranian TEFL teachers’ perceptions of technology integration during the pandemic. The research uncovers the impact of online and mobile-assisted la

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Ofori-Atta, Williams. "Exploring the Potential of the Will, Skill, Tool Model in Predicting Pre-Service Teachers and Tutors of Colleges of Education Stage of Adoption of Technology Integration into Teaching and Learning." Journal of Education 5, no. 5 (2022): 71–80. http://dx.doi.org/10.53819/81018102t4111.

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Studies have demonstrated that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all needed components for an educator to successively integrate technology into teaching and learning. This research work centered on the will, skill and tool as important procedures for the predictability of technology integration into teaching and learning, announced by the study respondents and calculated by stages of adoption of pre-service teachers and tutors of Colleges of Education in Ashanti Region, Ghana. Quantitative research design which involves survey

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Naimanova, Dinara, Larissa Lebedeva, Assel Akpayeva, Zhupat Astambayeva, Ekaterina Ryabova, and Kalbike Yessenova. "Investigation of Primary School Teachers' Student-Centered Teaching and Technology Integration Competencies." International Journal of Education in Mathematics, Science and Technology 11, no. 6 (2023): 1386–404. http://dx.doi.org/10.46328/ijemst.3681.

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In recent years, the relationship between teachers' technology competencies and integration and student-centered learning has come to the forefront. It is a clear reality that teachers with a student-centered education paradigm tend to use technology to support student-centered curriculum and should have some competencies in this regard. In this study, it was aimed to determine the relationships between student-centered education and technology integration competencies of primary school teachers in terms of some variables. The sample of the survey model research consists of 290 teachers workin

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Sarıkaya, Muhsin. "An Investigation of Music Teachers' Perceived Self-Efficacy for Technology Integration." International Journal of Technology in Education and Science 6, no. 2 (2022): 204–17. http://dx.doi.org/10.46328/ijtes.369.

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Technology integration is the use of appropriate technology in line with the objectives set in the learning-teaching process. Teachers who carry out learning and teaching activities in schools have a great importance in technology integration. In this study, it was aimed to investigate the music teachers’ perceived self-efficacy for technology integration. Technology integration self-efficacy perceptions of music teachers were compared based on the variables of gender, age, school type and level. The participants of the research consisted of 216 music teachers working in different cities in Tu

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Judijanto, Loso, Guntur Arie Wibowo, Syamsul Ghufron, Nunung Suryana Jamin, and Abdul Rozak. "Revolutionizing Elementary Math Learning: Exploring the Potential of Metaverse Technology Integration." Jurnal Ilmiah Sekolah Dasar 8, no. 3 (2024): 536–46. https://doi.org/10.23887/jisd.v8i3.70808.

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The integration of metaverse technology in education continues to evolve, providing immersive learning experiences. However, its implementation in elementary mathematics education remains limited, resulting in low student engagement. This study aims to analyze the extent to which teachers utilize metaverse technology in teaching mathematics at the elementary level. Employing a quantitative approach, data were collected using questionnaires administered to teachers and gifted student supervisors. The findings reveal that teachers significantly recognize and utilize metaverse technology in mathe

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Junhong, Tang, Jia Wei Lim, and Meng Yew Tee. "Factors Influencing Preservice EFL Teachers’ Technology Integration Into Language Teaching." Journal of Language Teaching and Research 15, no. 4 (2024): 1264–74. http://dx.doi.org/10.17507/jltr.1504.24.

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In the 21st century, preservice EFL teachers must be able to integrate technology into language education. However, very little research has been carried out on the specific factors that influence preservice teachers to integrate appropriate technology into their language teaching. This study aimed to explore exactly what influences preservice EFL teachers to choose the appropriate technology to incorporate into their lessons through a two-cycle design-based research study. The findings suggest that preservice EFL instructors' comprehension of language teaching methods and approaches has the g

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Lestarina, Anggi Purwa, Joko Nurkamto Nurkamto, and Ngadiso Ngadiso Ngadiso. "EFL Teachers' Beliefs and ICT Integration Practices During Distance Learning: Employing Replacement, Amplification, and Transformation Framework." Register Journal 15, no. 1 (2022): 91–108. http://dx.doi.org/10.18326/rgt.v15i1.91-108.

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Technology is successfully integrated when technology makes learning effective, efficient, and creative. It cannot be denied that technology positively contributes to teaching and learning. Moreover, in the current pandemic conditions where the learning process must be carried out remotely, technology helps this teaching and learning process more accessible. The objective of the study is to see the EFL teachers’ beliefs and ICT integration practices during distance learning. This study investigates teachers' beliefs of ICT integration based on the current theory and situation. The researchers

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Oigara, James N., and Jared Keengwe. "Pre-Service Teachers and Technology Integration with Smart Boards." International Journal of Information and Communication Technology Education 7, no. 4 (2011): 84–92. http://dx.doi.org/10.4018/jicte.2011100108.

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This study explores pre-service teachers’ experiences integrating SMART Board technology into their teaching practice. The results suggest that pre-service teachers found the technology mentoring process to be useful in preparing them to integrate instructional technology into their lessons. The pre-service teachers developed high interest in integrating SMART board technology within their own practice. They also reported the technology mentoring process to be useful in preparing them to integrate instructional technology into their teaching. This article highlights the need for teacher educat

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Tovar Viera, Rodrigo, David Abrajan, and Johana Muso. "Analysis of Technological Pedagogical Content Knowledge (TPCK) in Higher Education." Revista Tecnológica - ESPOL 32, no. 2 (2020): 59–66. http://dx.doi.org/10.37815/rte.v32n2.776.

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Information Communication Technology research reflects the degree of integration of digital tools in language teaching. One of the key aspects to digital technologies is that certain technologies have affordances and constraints when designing technology-based learning activities, resulting in classroom technology practices in teaching languages creating a new research area for practitioners and researchers. The present study investigates English teachers’ technological competences and perceptions of using technology, pedagogy, and content in their language classrooms. A survey was applied to

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Nova, Muhamad. "Utilizing Video for Technology Integration Support in Indonesian EFL Classroom: Usages and Obstacles." Indonesian Journal of EFL and Linguistics 2, no. 1 (2017): 15. http://dx.doi.org/10.21462/ijefll.v2i1.28.

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The use of video as a solution in supporting technology integration in EFL teaching and learning process in Indonesia still faces some obstacles in its utilization. Viewing from this issue, this study explored Indonesian EFL teacher’s perceptions on the usages and obstacles in utilizing video in teaching and learning process. Conducting a survey research by distributing questionnaires purposively to 30 EFL teachers, 22 females and 8 males, the results revealed that the Indonesian EFL teachers found that video is very beneficial in teaching and learning process, especially in delivering the lea

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Abu Khurma, Othman, Nagla Ali, and Myint Swe Khine. "Exploring the impact of 3D printing integration on STEM attitudes in elementary schools." Contemporary Educational Technology 15, no. 4 (2023): ep458. http://dx.doi.org/10.30935/cedtech/13568.

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This study explored how students and teachers perceived the interdisciplinary integration of 3D printing technology in teaching and learning within the United Arab Emirates (UAE) elementary schools and its relation to students’ attitudes toward STEM careers. The study participants were 148 students and seven teachers from two elementary schools in the UAE. Technological, pedagogical, and content knowledge framework was used to guide the planning and integration of 3D printing into teaching and learning. Both quantitative and qualitative data collection tools were used to collect data from stud

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Ibrahim, Tanimu Adam. "Assessment of Knowledge and Skills for Technology Integration among Primary School Teachers in Kano State Nigeria." IJOEM Indonesian Journal of E-learning and Multimedia 4, no. 1 (2025): 52–60. https://doi.org/10.58723/ijoem.v4i1.333.

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This study aimed to assess the knowledge and skills of primary school teachers in Kano State, Nigeria, in terms of integrating technology into classroom teaching. It studied the knowledge, skills, factors influencing technology integration, and barriers faced by primary school teachers in Kano State, Nigeria. The aim was to evaluate the readiness of teachers for effective technology use in the classroom and identify key challenges to its integration. A survey design was employed, with data collected from 365 teachers using a structured questionnaire. Descriptive and inferential statistical ana

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Mariscal, Liza L., Melanie R. Albarracin, Froilan D. Mobo, and Anesito L. Cutillas. "Pedagogical Competence Towards Technology-driven Instruction on Basic Education." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 5 (2023): 1567–80. http://dx.doi.org/10.11594/ijmaber.04.05.18.

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This study investigates the pedagogical competence of elementary school teachers in integrating educational technology in the classroom. Pedagogical competence involves creating effective learning environments, designing activities that cater to different learning styles, and using appropriate teaching strategies. Technology integration in education has opened up new opportunities for interactive learning experiences. The study found that elementary school teachers had a positive attitude towards educational technology, and most reported having high levels of competence in its use. However, th

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Negara, I. Komang Adiartha, Made Aprilia Ayu Adnyani, Made Hery Santosa, and Gde Arys Bayu Rewa. "Challenges and Effectiveness of Novice Teacher’s Technology Integration in An Islamic Secondary School in North Bali." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 12, no. 1 (2025): 25. https://doi.org/10.33394/jo-elt.v12i1.14414.

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Technology integration has become an important aspect of English language teaching, especially in private Islamic schools. Although novice teachers are familiar with technology, there is a gap between the potential of technology and its integration in achieving learning objectives and little intensity of previous studies discussing challenges faced by novice teachers’ technology integration in English language teaching in an Islamic private secondary school. This study aimed to evaluate the effectiveness and identify challenges of technology integration by a novice teacher in grade 11 at an Is

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