A Phenomenological Study on Teacher’s View and Perspectives on Using Technology in Teaching & Learning

Mohammad Akbari Boorang*, Hossein Shokohi Fard, Bahman Yasbolaghi Sharahi and Rouhollah Khodabandelou
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Mohammad Akbari Boorang*: Assistant professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran
Hossein Shokohi Fard: Assistant professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran
Bahman Yasbolaghi Sharahi: Assistant professor of Educational Technology, Department of Education, Arak University, Arak, Iran
Rouhollah Khodabandelou: Postdoctoral Researcher, Department of Educational Management and Planning,Faculty of Education, Alzahra University, Tehran, Iran

The Journal of Social Sciences Research, 2018, 748-755 Special Issue: 2

Abstract: Technology has changed the conventional way of teaching and learning. Teaching with technology can deepen student learning by supporting instructional objectives. However, technology could be a distraction for students if they do not use it wisely. In addition, the emergence of new educational technologies has led to a need change teachers roles. This qualitative research study employed a phenomenological approach to focus on teachers’ views and perspectives on using technology in their teaching and learning. Eight full time elementary and secondary teachers in an international school attend in in-depth, semi-structural interviews. The data were analyzed using phenomenological analysis. Findings were coded into four categories: teacher concerns, teacher’s roles, teachers’ perspective, and implementation. Instructional maintenance, inequalities, filtration of information, teachers’ readiness and need for training have been identified as teacher concerns. Guider, facilitator, assessor and moderator were teachers’ roles in international school. Finally, the reason for implementing technology in schools was beneficial and effectiveness of integrating technology in classroom teaching. The research showed that teachers who are slightly younger often use the technology in teaching and learning more than the older teachers do.

Keywords: Phenomenological study; Teaching; Learning. (search for similar items in EconPapers)
Date: 2018
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