Factors influencing Jordanian teachers technology integration in social studies teaching
This qualitative case study explored the factors affecting Jordanian teachers‘ technology integration in teaching social studies using the TPACK model. In this study, data were analysed using a thematic analysis approach. Interviews, observation, and documentation were used as tools for data collect...
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| Format: | Thesis |
| Language: | eng eng eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://etd.uum.edu.my/9408/1/depositpermission-allow-not%20allow_s902795.pdf https://etd.uum.edu.my/9408/2/s902795_01.pdf https://etd.uum.edu.my/9408/3/s902795_02.pdf |
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| Summary: | This qualitative case study explored the factors affecting Jordanian teachers‘ technology integration in teaching social studies using the TPACK model. In this study, data were analysed using a thematic analysis approach. Interviews, observation, and documentation were used as tools for data collection. Nine social studies teachers from four different schools in Jordan participated in this study. A
teacher‘s technological level is measured based on the annual teacher performance evaluation report issued by the Ministry of Education. The current study attempted to answer two main research questions: How do internal and external factors affect
Jordanian teachers' integration of technology in teaching social studies? How do females and males differ in the level of technology integration among Jordanian social studies teachers who participated in this study? The study results revealed many factors preventing or motivating teachers to integrate technology into their
teaching. These include teacher beliefs and attitudes, technological resources, financial and moral support, time, gender, teacher readiness, technological competence, knowledge, skills, technological expertise, teaching method and lesson plan. Most teachers also showed that they knew the basic components of the TPACK model. Some teachers were limited in their actual integration of the available tools. This study contributes to literature by focusing on both internal and external factors affecting technology integration, technology in teaching and using the TPACK model. This makes this study a pioneering effort in the field of social studies. Future studies should employ mixed studies on technological integration (quantitative and qualitative methods) to obtain clearer and more in-depth evidence about discovering more factors affecting technological integration within the Jordanian classroom. This study will be of interest to all social studies teachers, school administrators, policymakers and future researchers. |
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