EXPLORING STRENGTHS AND WEAKNESSES OF TECHNOLOGY INTEGRATION IN TEACHING PRACTICES

Abstract

This study explore the instructional technologies from the perspective of teacher self-reports, their strengths, self-reported weaknesses, perceptions about the influence of the technology on student learning, and the technology's role in the 21st century learning environment. Their perceptions of the advantages and the barriers and their suggestions for better integration of digital technologies in the school were the focus of this strudy. A purposive sampling of ten teachers from various public and private elementary and secondary schools were selected. Outcome and Conclusion Teachers primarily regard technology as a way of enhancing learning. The outcomes from this study support the view that teachers appreciate the integration of technology to enhance instruction. They recognized that technology opens learning beyond the confines of the classroom, offers instant feedback, and facilitates self-paced learning. Along with that, there were some frights addresses with equipment breakdown, unsatisfactory training, and all the technology glitches that could possibly happen. 'Starter packs,' if you like, came in the form of feedback professionally aligned self-reviews suggesting… additional professional learning opportunities, additional non-teaching personnel support, and a technology deficient innovation world in which we all thrive. This is a study of the realities of teachers on technology integration and focuses on the strategy and amounts of resources on teacher training and educational technology infrastructure investments. Its policy implications go to those in charge of the strategy regarding the integration of educational technology with other teaching methods school heads, curriculum developers, and even the teachers themselves.