Technology education in primary schools: addressing teachers’ perceptions, perceived barriers, and needs

Abstract

In primary schools, the benefits of incorporating technology in curricula have been addressed by several studies; however, technology integration as experienced by teachers is often overlooked. Teachers’ lack of confidence teaching STEM and technology subjects, their lack of appropriate preparation along with unclear curricula frameworks in technology education, and the ambiguity of the definition of technology education have scarcely been discussed in the literature. This study explored teachers’ experiences with the current integration of technology and identified challenges to the integration of technology and areas where support is needed. Semi-structured interviews were used to collect data and were analyzed using content analysis. Content knowledge, proper training, and professional development programs on the integration of technology along with the need for clear and unanimous curricula standards have been perceived as important factors in the integration of technology education. Participants also acknowledged the need for the establishment of teaching communities wherein they can learn from one another. Our study discusses implications for research and practice and provides a knowledge base for the establishment of well-structured professional development courses based on teacher needs.

Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic

“…Therefore, teachers need proof that the use of computers is meaningful and helps them achieve their learning objectives. Technology should be incorporated throughout the curriculum and linked to practice for teachers to be convinced of its usefulness [38] , [55] . To achieve the same goal, previous work also suggests providing teachers with experiences on how it can be applied to specific content areas [54] .…”

Assessing the state of technology education in primary schools: a systematic review of the last 2 decades

“…Irregular educational standards in technology education might influence both students ' and teachers' technical personal factors (i.e., beliefs, perceptions, competences, etc. ) (Georgiou, et al, 2023b;Mammes et al, 2012;Möller et al, 1996) and teachers' lesson planning decisions (Georgiou, et al, 2023b;Mammes et al, 2016;Pappa et al, 2023). Competence and confidence are required for teachers in technical education (Davies, 2000;Möller et al, 1996;Pappa et al, 2023).…”

“…) (Georgiou, et al, 2023b;Mammes et al, 2012;Möller et al, 1996) and teachers' lesson planning decisions (Georgiou, et al, 2023b;Mammes et al, 2016;Pappa et al, 2023). Competence and confidence are required for teachers in technical education (Davies, 2000;Möller et al, 1996;Pappa et al, 2023). It is essential for teachers to acquire a cohesive and clear understanding of the concept of technology so that they can foster positive student attitudes toward the subject (De Vries, 2000).…”

“…It is essential for teachers to acquire a cohesive and clear understanding of the concept of technology so that they can foster positive student attitudes toward the subject (De Vries, 2000). Moreover, teachers' lack of training and technical expertise may affect their lesson planning and implementation and increase their resistance toward technical education (Mammes et al, 2016;Pappa et al, 2023;Rohaan, 2009).…”

“…Despite the inclusion of technology education in various countries' educational curricula, there is a need to establish a clear and consistent understanding of the subject (Pappa et al, 2023). Additionally, it is crucial to establish unified standards, goals, and guidelines for effectively implementing technology education in schools (Rossouw et al, 2011).…”