Use of Technology in Teaching in High Schools of Taluka Sehwan Sharif District Jamshoro: With The Lens of Technology Integration Matrix (TIM)
Keywords:
Technology Integration Matrix (TIM), Teaching Effectiveness, ICT in Education, Secondary Schools, Student Engagement, Active Learning, Constructive Learning, Authentic Learning, Pakistan Education SystemAbstract
The study explores application of technology to teaching in high schools in the district of Jamshoro, in Taluka Sehwan Sharif through the prism of the Technology Integration Matrix (TIM). The research will measure the degree to which teachers have integrated technology, will examine the use of the five TIM characteristics, Active, Collaborative, Constructive, Authentic, and Goal-Directed learning and establish their effect on the effectiveness of the teacher. The research design was a quantitative with a descriptive survey design. A structured questionnaire was used to collect data on 228 high school teachers with a five-point Likert scale. The results show that the majority of teachers work at the Entry and Adoption levels of the TIM, and they mainly use technology in the teacher-centered instructional strategies but not in the student-centered instructional strategies. Although there has been minimal higher-order integration, teachers indicated that technology can greatly assist in the delivery of lessons and also help to increase student engagement. Regression analysis indicated that TIM-based technology integration has a significant percentage contribution to teaching effectiveness variance, and Active, Constructive, and Authentic learning were found to be significant predictors. Nevertheless, Collaborative and Goal-Directed learning did not prove to have statistically significant effect in this regard. The study concludes that the use of technology in classrooms is also on the rise, but the integration of technology in the classroom remains low. Policymakers and educational institutions are advised to emphasize on professional development, infrastructure improvement, and encouraging student-centered digital practices to attain greater levels of meaningful technology integration.
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