BRIDGING THE EDUCATION GAP: A STUDY OF TEACHERS' PERCEPTIONS OF TECHNOLOGY USE IN SCHOOLS
Keywords:
Technology integration, teacher perception, learning effectivenessAbstract
This study aims to explore teachers' perceptions of technology integration in education. Through a survey method involving 63 teachers from different levels of education, this study used a quantitative approach to analyze teachers' views on the impact of technology on learning and evaluation processes, as well as its influence on their professional skills. The results show that the majority of teachers have a positive view of technology integration, believing that it improves learning effectiveness and there are concerns about over-reliance on technology. The study also found differences in perceptions based on school level. The conclusion of this study emphasizes that technology has great potential in supporting the educational process, and appropriate integration strategies are needed to maximize its benefits. The findings are useful for educational practice, pointing out the need for adequate training and resources to support teachers in integrating technology effectively in learning.
References
Akram, H. (2021). Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.736522
Alexander, C. (2020). The role of motivations and perceptions on the retention of inservice teachers. Teaching and Teacher Education, 96. https://doi.org/10.1016/j.tate.2020.103186
Al-Karaki, J. N. (2021). Evaluating the effectiveness of distance learning in higher education during covid-19 global crisis: Uae educators’ perspectives. Contemporary Educational Technology, 13(3). https://doi.org/10.30935/cedtech/10945
Avci, Z. Y. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160–177. https://doi.org/10.1111/jcal.12394
Badia, A. (2019). Teachers’ Perceptions of the Use of Moodle Activities and Their Learning Impact in Secondary Education. Technology, Knowledge and Learning, 24(3), 483–499. https://doi.org/10.1007/s10758-018-9354-3
Cappelle, F. van. (2021). An analysis of the reach and effectiveness of distance learning in India during school closures due to COVID-19. International Journal of Educational Development, 85. https://doi.org/10.1016/j.ijedudev.2021.102439
Casta, C., Rohidi, T. R., Triyanto, T., & Karim, A. (2021). Production of Aesthetic Tastes and Creativity Education of Indonesian Glass Painting Artists. Harmonia: Journal of Arts Research and Education, 21(2), 266–277. https://doi.org/10.15294/harmonia.v21i2.30348
Erik, E., Djalal, F., Hapidin, H., & Karim, A. (2024). Developoing leadership behavior through natural school. Journal of Law and Sustainable Development, 12(1), 1–20. https://doi.org/https://doi.org/10.55908/sdgs.v12i1.2758 DESENVOLVENDO
Fikriyah, Karim, A., Huda, M. K., & Sumiati, A. (2021). Spiritual leadership: The case of instilling values in students through the Kiai’s program in the globalization era. Journal of Leadership in Organizations, 3(1), 16–30. https://doi.org/https://doi.org/10.22146/jlo.63922
Gao, L. (2021). Investigating the Effectiveness of Virtual Reality for Culture Learning. International Journal of Human-Computer Interaction, 37(18), 1771–1781. https://doi.org/10.1080/10447318.2021.1913858
Ibili, E. (2019). Applying the technology acceptance model to understand maths teachers’ perceptions towards an augmented reality tutoring system. Education and Information Technologies, 24(5), 2653–2675. https://doi.org/10.1007/s10639-019-09925-z
Johnson, D. (2020). Evaluating the effectiveness of mixed reality music instrument learning with the theremin. Virtual Reality, 24(2), 303–317. https://doi.org/10.1007/s10055-019-00388-8
Kultsum, U., Parinduri, M. A., & Karim, A. (2022). Comparative studies between public and private Islamic schools in the era of globalization. International Journal of Evaluation and Research in Education (IJERE), 11(1), 421–430. https://doi.org/10.11591/ijere.v11i1.22182
Lin, C. Y. (2020). The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing. Australasian Journal of Educational Technology, 36(1), 126–141. https://doi.org/10.14742/ajet.4446
Mahdum, M. (2019). Exploring teacher perceptions and motivations to ICT use in learning activities in Indonesia. Journal of Information Technology Education: Research, 18, 293–317. https://doi.org/10.28945/4366
Major, L. (2021). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. In British Journal of Educational Technology (Vol. 52, Issue 5, pp. 1935–1964). https://doi.org/10.1111/bjet.13116
Man, S. S. (2021). The acceptance of personal protective equipment among Hong Kong construction workers: An integration of technology acceptance model and theory of planned behavior with risk perception and safety climate. Journal of Safety Research, 79, 329–340. https://doi.org/10.1016/j.jsr.2021.09.014
Mansir, F., & Karim, A. (2020). Fiqh learning methodology in responding social issues in Madrasa. Tarbiya: Journal of Education in Muslim Society, 7(2), 241–251. http://journal.uinjkt.ac.id/index.php/tarbiya
Mertala, P. (2019). Digital technologies in early childhood education–a frame analysis of preservice teachers’ perceptions. Early Child Development and Care, 189(8), 1228–1241. https://doi.org/10.1080/03004430.2017.1372756
Nordström, T. (2019). Assistive technology applications for students with reading difficulties: special education teachers’ experiences and perceptions. Disability and Rehabilitation: Assistive Technology, 14(8), 798–808. https://doi.org/10.1080/17483107.2018.1499142
Núñez, J. A. L. (2020). Effectiveness of innovate educational practices with flipped learning and remote sensing in earth and environmental sciences-An exploratory case study. Remote Sensing, 12(5). https://doi.org/10.3390/rs12050897
Purnomo, H., Karim, A., Mansir, F., & Valero-Matas, J. A. (2022). Covid-19 Pandemic: Project-Based Learning as Interprofessional Learning Model to Improve Student With Special Needs’ Self Efficacy. Sociologia y Tecnociencia, 12(2), 284–306. https://doi.org/https://doi.org/10.24197/st.2.2022.284-306
Qodriah, S. L., Hartati, W., & Karim, A. (2019). Self-leadership and career success: Motivation of college lecturers. Journal of Leadership in Organizations, 1(2), 79–95.
Rinto, Fikriyah, Iman, B. N., Hanikah, Munajim, A., Sati, Setiana, D., Darmini, M., & Karim, A. (2020). Scientific process skills learning, biotechnology materials, and character building. International Journal of Pharmaceutical Research, 12(4), 2044–2051. https://doi.org/https://doi.org/10.31838/ijpr/2020.12.04.314
Rizk, H. (2019). Effectiveness of Data Augmentation in Cellular-based Localization Using Deep Learning. In IEEE Wireless Communications and Networking Conference, WCNC (Vol. 2019). https://doi.org/10.1109/WCNC.2019.8886005
Rodríguez-Becerra, J. (2020). Developing technological pedagogical science knowledge through educational computational chemistry: A case study of pre-service chemistry teachers’ perceptions. Chemistry Education Research and Practice, 21(2), 638–654. https://doi.org/10.1039/c9rp00273a
Roussinos, D. (2019). Examining Primary Education Teachers’ Perceptions of TPACK and the Related Educational Context Factors. Journal of Research on Technology in Education, 51(4), 377–397. https://doi.org/10.1080/15391523.2019.1666323
Sejnowski, T. J. (2020). The unreasonable effectiveness of deep learning in artificial intelligence. Proceedings of the National Academy of Sciences of the United States of America, 117(48), 30033–30038. https://doi.org/10.1073/pnas.1907373117
Syabibi, M. R., Karim, A., Kulkarni, S., & Sahil, A. (2021). Communicative cultural dakwah of Abdurrahman Wahid in pluralistic society. Karsa: Journal of Social and Islamic Culture, 29(2), 1–33. https://doi.org/10.19105/karsa.v29i2.5220
Taçgın, Z. (2020). The perceived effectiveness regarding Immersive Virtual Reality learning environments changes by the prior knowledge of learners. Education and Information Technologies, 25(4), 2791–2809. https://doi.org/10.1007/s10639-019-10088-0
Taghizadeh, M. (2020). Integrating technology into young learners’ classes: language teachers’ perceptions. Computer Assisted Language Learning, 33(8), 982–1006. https://doi.org/10.1080/09588221.2019.1618876
Tang, Y. M. (2020). Evaluating the effectiveness of learning design with mixed reality (MR) in higher education. Virtual Reality, 24(4), 797–807. https://doi.org/10.1007/s10055-020-00427-9
Tondeur, J. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748
Tondeur, J. (2021). Quality criteria for conceptual technology integration models in education: bridging research and practice. Educational Technology Research and Development, 69(4), 2187–2208. https://doi.org/10.1007/s11423-020-09911-0
Valverde-Berrocoso, J. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. PLoS ONE, 16(8). https://doi.org/10.1371/journal.pone.0256283
Widiantari, D., Bin Samadi, M. I., & Karim, A. (2022). Charismatic Leadership Effects of Teachers in Fostering Graduate Quality of Senior High School. Journal of Leadership in Organizations, 4(2), 179–190. https://doi.org/10.22146/jlo.74872
Xie, Y. (2021). Integration of Artificial Intelligence, Blockchain, and Wearable Technology for Chronic Disease Management: A New Paradigm in Smart Healthcare. Current Medical Science, 41(6), 1123–1133. https://doi.org/10.1007/s11596-021-2485-0
Yick, K. (2019). Effectiveness of blended learning in the first year of fashion education. International Journal of Fashion Design, Technology and Education, 12(2), 178–188. https://doi.org/10.1080/17543266.2018.1546910
