Journal of Rehabilitation Research Current Updates
Teachers Perspective of Technology Integration Effects on Students Learning at University Level
Abstract
Zahid Ali, Sumaira Younis, Nazir Ahmad, Farukh Saba and Noor Ullah
In order to create technologically proficient students in this age of digital natives, teachers’ must improve their own technological literacy. Educators that incorporate technological tools into their lessons need to be knowledgeable professionals. Unfortunately, teachers at public universities are not prepared to make the most of the expansion possibilities offered by incorporating technology into their lessons. In this study, the expertise of four university teachers were evaluated regarding use of technology in their lessons. Teachers’ reflections, classroom observations, instructional artifacts, and semi-structured interviews provided the data. According to the results, educators were least confident in their content knowledge, followed by their technological knowledge, and finally by their pedagogical knowledge relevant to technology integration. Furthermore, they lacked a diversity of teaching techniques to provide a rich learning environment. The information that was gathered and analyzed thematically, as well as the conclusions that were drawn from the perceived understanding of the four educators regarding their confidence in their ability to use technology in the classroom, highlighted the significance of ensuring that all students have access to technology, the value of offering professional development opportunities based on technological expertise, and the requirement to prioritize instructional design for the purpose of technology integration. The resources that teachers require to integrate technology into their lessons in a way that is most beneficial to students are readily available to them. The findings of the study showed that teachers adapted their digital pedagogies in order to meet the requirements of their individual classrooms. To be considered technologically literate and competent, a one must not only have a firm grasp of digital resources but also a full understanding of the context in which such resources are used. For university instruction to be more effective, it is vital that faculty members improve their knowledge, abilities, and use of technology. The results of the study offer both an understanding of the thought processes of educators and evidence of their proficiency in the application of technology in the learning environment.