Emerging technologies and educational transformation among secondary school teachers: a study on integration and pedagogical use
DOI:
https://doi.org/10.35381/r.k.v11i21.5063Keywords:
Emerging technologies, educational transformation, secondary school teachers, integration, pedagogical use, (Thesaurus - UNESCO).Abstract
The objective of this study was to analyze emerging technologies and educational transformation among secondary school teachers, focusing on their integration and pedagogical use. A descriptive quantitative approach was adopted, employing observation and surveys as research techniques, and using an observation guide and a checklist as instruments. In terms of reliability, the checklist was deemed adequate, with a Kuder-Richardson coefficient of 0.90. As a result, the persistence of a traditional approach was confirmed, which has limited the use of emerging technologies at the secondary level; therefore, teacher training, the provision of resources, and a change in the organizational culture of educational institutions are necessary. It was therefore concluded that emerging technologies should be adopted as cross-cutting themes within the national educational curriculum to ensure a comprehensive student education.
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