Integrating Technology and Pedagogy in Elementary Education from the Teachers’ Perspective
Keywords:
education, educational technology, pedagogy, teachers perspective, elementary classroomAbstract
The adoption of technology in elementary education has transformed teaching by improving lesson delivery and creating more engaging ways to support student learning. This study explores elementary school teachers’ understanding of the relationship between pedagogical content knowledge and technology in practice. Data were collected through interviews and classroom observations with teachers who actively used technology. Findings showed that teachers viewed technology as an essential resource that enhanced interactivity, made abstract content more concrete, and made learning enjoyable. Tools such as animated PowerPoint presentations, films, interactive quizzes, and multimedia games were commonly employed to sustain motivation and attention. Teachers reported that technology improved student participation, comprehension, and confidence, creating a more learner-centered classroom compared to traditional settings. They also indicated that digital tools allowed lessons to be customized, supporting both advanced and struggling learners more effectively. Despite these benefits, challenges such as limited facilities, unstable internet access, and extended preparation time were noted. Teachers emphasized that reliable infrastructure and continuous professional development were critical to strengthening technology use. This study concludes that technology, when effectively embedded in pedagogy, enhances engagement and actively reshapes teachers’ roles toward more student-centered frameworks.References
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