Technology integration in education: Effectiveness, pedagogical use and competence

Abstract

This cross-sectional study examined primary and secondary teachers’ and students’ views regarding technology integration into teaching and learning in Muscat, Oman. The target group consisted of teachers (N=44) and students (N=219) from two bilingual and two international schools in Oman. Results showed that the majority of students use technology to do projects and research. Both teachers and students enjoy the use of technology in teaching and learning, they feel competent in using it and they similarly evaluate the effectiveness of available technologies. Although the majority of teachers agreed that teaching has become easier and faster with technology, only a small percentage integrates technology into teaching. Factors hindering technology integration concern curriculum design, network issues, time constraint and other. In theory, the study contributes to our understanding of the reasons why teachers’ and students’ find it challenging to use technological innovations in school. Methodologically, this study provides the basis for examining Technological Pedagogical Knowledge in certain socio-geographical contexts. In practice, the study provides educational authorities with suggestions on how technology can be used to support, enhance and extend the curriculum.

Teaching competency in virtual education: Systematic review

“…Likewise, it seeks various forms of personalized attention to the student that facilitate the evaluation of knowledge in an authentic way. Finally, it allows access to tools to monitor and guide with participation dynamics in order to facilitate learning [7], [28], [30], [31], [36], [37], [50].…”

“…That is why the development of studies that allow exploring the roles and pedagogical practices is recommended, which allows the development of teaching skills in teaching [43]. Nevertheless, it should be noted that the pedagogical perspective is related to curricular planning, diagnosis of students' learning needs, adaptation of lesson plans according to the student, planning of didactic strategies, planning of practical activities, planning of study visits, and experiments among others [27], [31], [35], [40], [49].…”

“…Likewise, it is necessary to specify that the teacher needs to have pedagogical skills related to reflective feedback, management of an adequate classroom environment, time management, effective communication, tutoring, knowledge transfer, development of student life projects, work promotion. cooperative, meaningful learning and project-based learning related to the use of digital media that seek to consolidate student learning [21], [27], [28], [31], [34], [44], [46], [51], [53], [54]. All this is important to the extent that the management of the teacher's pedagogical competence influences student learning, accelerates knowledge, encourages student participation and motivation.…”

“…The 21st century underlines the need to understand digital competence, the practical use of technology, digital literacy, technical skills, the use of technological tools and different multimedia platforms for online teaching, thus allowing the development of virtual classes [6], [31], [55]. Along these lines, the use of digital media is related to managing Google, the internet, social networks, YouTube, Facebook, Skype, blogs, email, platforms, and messaging services.…”

“…When a new educational scenario emerged during the COVID-19 pandemic, teachers faced new methodological, didactic and educational communication challenges in which they were forced to face current digital challenges [34]. On the other hand, there are barriers to the integration of technology for teachers such as distractions, poor connection to the network, lack of time, not having adequate technology, [31]. These difficulties are more evident in women than in men [52].…”