Motives for Integrating Instructional Technology into Teaching Practices: A Qualitative Study of Teachers’ and Educational Supervisors’ Views | ||||
| مجلة دراسات وبحوث التربية النوعية | ||||
| Volume 11, Issue 1 - Serial Number 28, January 2025, Page 985-1004 PDF (739.79 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jsezu.2025.403384 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Dr. Ali Hassan Najmi | ||||
| Associate Professor of Instructional Technologies Faculty of Education, King Abdulaziz University | ||||
| Abstract | ||||
| The study aimed to investigate teachers' drives and motives for integrating instructional technology into their teaching practices. It adopted a qualitative research approach, where the phenomenological approach was used to identify teachers’ motives for integrating instructional technology into their teaching practices, and to identify the effective integration of instructional technology in education. Semi-structured interviews were conducted with (8) general education teachers who have distinctive experiences in the use of instructional technology in education, in addition to interviewing (4) educational supervisors to explore their views in the effective use of instructional technology in education. MAXQDA software was used to analyze the outcomes of the interviews. The results of the study revealed that the teachers’ motives for instructional technology integration into their teaching practices can be categorized under four main axes: technology as a tool for presenting educational content, technology as a tool for motivating students, technology as a tool for conceptualizing abstract concepts, and finally technology as a response to external requirements and expectations. The opinions of the educational supervisors agreed with what the teachers indicated, as the former explained that the teachers' drives to integrate instructional technology were to use it as a tool for presenting educational content, motivating students, and communicating with them. The results also showed that effective use of instructional technology requires using it in constructivist learning tasks and activities that provide authentic and deep learning opportunities in which learners play active roles, investigation, problem solving, and collaboration. | ||||
| Keywords | ||||
| Teachers’ Motives; Instructional Technology; Technology Integration; Qualitative Study | ||||
|
Statistics Article View: 80 PDF Download: 41 |
||||
