Understanding the influence of context in technology integration from teacher educators’ perspective
Ifinedo, Eloho; Kankaanranta, Marja (2021). Understanding the influence of context in technology integration from teacher educators’ perspective. Technology, Pedagogy and Education, Early online. DOI: 10.1080/1475939x.2020.1867231
Published inTechnology, Pedagogy and Education
© 2021 the Authors
The perspective of teachers is important for advancing the use of technology in classrooms. A considerable number of research studies have explained context in ways that have narrowed the understanding of its impact on successful technology integration. This study employs the Technological Pedagogical and Content Knowledge (TPACK) model as a lens in understanding factors influencing teachers’ integration of technology in classrooms. Data were collected using focused interviews of 19 teacher educators of three colleges of education from the southern part of Nigeria. The results reveal that among the level contexts, the meso level presented the most challenges to teachers’ efforts at integrating Information Communication Technology (ICT) in their classrooms. In addition, the benefits of technology integration were expressed more in terms of the significance, practical use and the opportunities that ICT offers.