Teachers’ Readiness to Accept Technology for Teaching and Learning: A Mentorship Strategy

Abstract

As classroom practices evolve through the integration of educational technologies, a critical question arises: do these tools enhance creative teaching or do they simply reform traditional methods? The purpose of this study was to understand teachers’ perceptions on the impact that educational technologies have on their teaching in a technology classroom. The enquiry was conducted among a sample of technology teachers. Qualitative research approach was used to obtain data through semi-structured interviews and observations. Data were analysed using qualitative content analysis to understand how teachers perceive the use of educational technologies in their classroom practices. The results of this study indicate that teachers displayed a positive attitude, reliance and confidence in the integration of educational technologies for creative teaching in the classroom. At the end of the intervention programme, the teachers appreciated and valued educational technologies based on what they can bring for both teaching and learning in the classroom. Also, teachers’ views towards the integration of educational technologies was stimulated with knowledge facts as they gained insights during their participation in the multiple presentation of creative lessons.