Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 7 (2024)

Management Support and Acceptance of the Implementation of Classroom Technology Integration Among Private School Teachers

Ricardo T. Pasi | Juanito B. Gabutan Jr. | Joel D. Potane

Discipline: Education

 

Abstract:

This study evaluated the level of support provided to teachers in leadership, instructional practices, technology infrastructure, and professional development, and measured the extent of technology integration in classrooms. It also investigated the correlation between classroom technology integration, management support, and teachers' acceptance of technology. The study employed a quantitative, descriptive analytical approach. Findings indicate that teachers have a positive perception of technology integration, particularly when they receive robust support from school leaders, have access to adequate resources, and possess sufficient technological knowledge. Furthermore, the study reveals a significant relationship between management support and teachers' acceptance of technology integration in the classroom, underscoring the crucial role of administrative support in facilitating technology adoption in education. Based on these results, the study offers recommendations for policymakers, school leaders, and educators to enhance technology integration. Recommendations include developing comprehensive ICT policies, ensuring adequate support and resources for teachers, implementing mentorship and training programs, and fostering a culture of continuous professional development. The study highlights the importance of aligning management support with teachers' acceptance to effectively integrate technology and improve educational outcomes in private secondary schools.



References:

  1. Al-Awidi & Aldhafeeri (2017). Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools. Kuwait University, Kuwait, Kuwait. doi: 10.28945/3685
  2. Andoh, C.B. (2012). Contemporary educational technology: an exploration of teachers’ skills, perceptions and practices of ICT in teaching and learning in the Ghanaian Second Cycle Schools. Pentecost University College, Ghana. https://doi.org/10.30935/cedtech/6066
  3. Ashraf, I. Jumani, N. Ali, A (2020). Technology Acceptance by University Teachers: A Demographic Analysis. European Journal of volunteering and community-based projects Vol.1, No 3; 2020. https://doi.org/10.1016/j.ijedro.2020.100011
  4. Bridget, N., Denson, T. & Anderson, S. (2019). Influence of Classroom Management on the Instructional Process:  Implication for Innovation in Education International Journal of Advance Research. doi: 10.21474/IJAR01/8844
  5. Christensen, R. Eichhorn, K., Prestridge, S., Petko, D., Sligte, H., Baker, G., Alayyar, G.,  & Knezek, G. (2018). Supporting Learning Leaders for the Effective Integration of Technology into Schools. https://doi.org/10.1007/s10758-018-9385-9
  6. Chiu, T. K. (2022). School learning support for teacher technology integration from a self-determination theory perspective. Educational technology research and development, 70(3), 931-949. https://doi.org/10.1007/s11423-022-10096-x
  7. Cloete, A.L. (2017). Technology and education: Challenges and Opportunities, HTS Theological Studies 73(4), 1-7. DOI: 10.4102/hts.v73i4.4589
  8. Erkan, E. (2019). Technology as the God-Command. Labyrinth: An International Journal for Philosophy, Value Theory, and Sociocultural Hermeneutics, 21 (1), 201-206. DOI: https://doi.org/10.25180/lj.v21i1.177
  9. Fathema, N., Shannon, D., & Rose, M. (2015). Expanding the technology acceptance (TAM) to examine faculty use of learning management systems (LMSs) in higher education institutions. Journal of Online Learning and Teaching, 11(2), 210-232. doi: 10.1007/s40692-021-00217-5
  10. Galpin, T. (2018). Strategic management and sustainability DOI: 10.4324/9780429458859-10
  11. Ghavifekr, S. & Rosdy, W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191. DOI: 10.21890/ijres.23596
  12. Hussain, Iqbal & Akhtar (2010). Technology Based Learning Environment and Student Achievement in English as a Foreign Language in Pakistan. World Academy of Science, Engineering and Technology. https://doi.org/10.5281/zenodo.1334367
  13. Islahi, F. & Nasrin. (2019). Exploring teacher attitude towards information technology with a gender perspective. Contemporary Educational Technology, 10(1), 37-54. https://doi.org/10.30935/cet.512527
  14. Lawless, K., & Pellegrino, J. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 1(77), 575-614. https://doi.org/10.3102/0034654307309921
  15. Mardiana, H. (2020). Lecturers’ adaptability to technological change and its impact on the teaching process. Jurnal Pendidikan Indonesia, 9 (2), 275-289. Retrieved from: https://doi.org/10.23887/jpi-undiksha.v9i2.24595 on December 18, 2022. DOI: 10.23887/jpi-undiksha.v9i2.24595
  16. Marshall, S. (2018). ICT Access, Acceptance and Use in Education and Training. International Journal of Education  and Development using ICT, 14(2). Open Campus, The University of the West Indies, West Indies. DOI: 10.54183/jssr.v3i2.326
  17. Mirzajani, Mahmud, and Wong (2015).  Teachers’ Acceptance of ICT and its integration in the Classroom. Faculty of Educational Studies, University Putra Malaysia, Kuala Lumpur, Malaysia. DOI: 10.1108/QAE-06-2014-0025
  18. Noori, A. (2019). Attitudes of Afghan EFL lecturers toward instructional technology. TechTrends , 63, 170-178.  https://doi.org/10.1007/s11528-018-0347-9
  19. Özdemir, S. (2017). Basic Technology Competencies, Attitude Towards Computer-Assisted Education and Usage Of Technologies in Turkish Lesson: A Correlation. Canadian Center of Science and Education. International Education Studies, 10 (4), 160-171. doi:10.5539/ies.v10n4p160
  20. Pasco, C. (2018). Level of teachers’ Information and Communication Technology (ICT) Integration in Teaching and Learning English. Xavier University, Cagayan de Oro City. DOI: 10.5281/zenodo.7897850
  21. Pelila, J.., Bag-ongan, Q., Talania, J., &  Wakat, S. (2022). Factors and Barriers Influencing Technology Integration in the Classroom. Journal of Language Education and Educational Technology Vol. 7 No. 1, 2022. DOI: http://dx.doi.org/10.33772/jleet.v7i1.18704
  22. Saifi, I. L. (2016). Administrative Barriers of Distance Education in Dual Mode Universities of Pakistan. M.S Dissertation. The Islamia University of Bahawalpur. DOI:10.13140/RG.2.2.34789.04326.
  23. Taimalu, M., & Luik, P. (2019). The Impact of Beliefs and Knowledge on The Integration of Technology Among Teacher Educators: A Path Analysis. Teaching and Teacher Education, 79, 101-110. https://doi.org/10.1016/j.tate.2018.12.012
  24. Thannimalai, R. (2019). Principals’ Technology Leadership and its Effect on Teachers’ Technology Integration in 21st Century Classrooms.  International Journal of Instruction Vol.12, No.4 e-ISSN: 1308-1470 www.e-iji.net p-ISSN: 1694-609X. https://doi.org/10.29333/iji.2019.12428a
  25. Vogue, J., & McKenney, S. (2017). TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy? Technology, Pedagogy and Education, 26 (1), 69-83. https://doi.org/10.1080/1475939X.2016.1174730.
  26. Yuen and Ma (2002). Student and Teacher Views About Technology: A Tale of Two Cities? Journal of Research on Technology in Education, 39(4), 377–397. https://doi.org/10.1080/15391523.2007.10782488

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic