Akram Huma, Abdelrady Abbas Hussein, Al-Adwan Ahmad Samed, Ramzan Muhammad
Department of Education, Northeast Normal University, Changchun, China.
Department of English Language and Translation, Qassim University, Buraydah, Saudi Arabia.
Front Psychol. 2022 Jun 6;13:920317. doi: 10.3389/fpsyg.2022.920317. eCollection 2022.
The rapid expansion of the Information and Communication Technologies (ICTs) has transformed learners into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where teachers' attitudes, technological knowledge, and skills play a significant role in its effective integration. From this perspective, the current study presents teachers' perceptions regarding technology integration in their teaching-learning practices at all educational levels in light of the previous studies performed in the last 5 years in Pakistan. The findings reveal that teachers exhibit positive perceptions regarding technology integration in teaching-learning practices. They believe that technology-incorporated teaching assists them in enhancing their instructional practices effectively, making the learning process exciting and interactive, and keeping learners motivated. Regarding barriers, the slow speed of the internet, load shedding, lack of infrastructure, online teaching experience, and training were reported as the main obstacles that hinder teachers from effective integration of ICT into their teaching practices. Accordingly, the study findings suggest that concerned authorities should set clear and effective policies to make efficient use of ICT by allocating a sufficient budget and ensuring all necessary facilitation (e.g., ICT infrastructure, tools, software, internet, and labs) in all educational institutions. Furthermore, particular attention should be devoted to supplying adequate opportunities for the career development of teachers in developing technological competencies, which help them successfully use ICT in their instructional practices.
信息与通信技术（ICTs）的迅速发展已将学习者转变为数字学习者，这就要求教师将技术融入其教学方法中，而教师的态度、技术知识和技能在技术的有效融入中起着重要作用。从这个角度来看，本研究根据过去五年在巴基斯坦进行的先前研究，呈现了各级教育教师对其教学实践中技术整合的看法。研究结果表明，教师对教学实践中的技术整合表现出积极的看法。他们认为，融入技术的教学有助于他们有效地改进教学实践，使学习过程变得有趣且互动，并保持学习者的积极性。关于障碍，互联网速度慢、停电、缺乏基础设施、在线教学经验和培训被报告为阻碍教师将信息通信技术有效融入其教学实践的主要障碍。因此，研究结果表明，有关当局应制定明确有效的政策，通过分配足够的预算并确保所有教育机构都有一切必要的便利条件（如信息通信技术基础设施、工具、软件、互联网和实验室）来有效利用信息通信技术。此外，应特别关注为教师提供足够的职业发展机会，以培养他们的技术能力，这有助于他们在教学实践中成功使用信息通信技术。
