Utilization of Technology in Teaching: Basis for a Capability Building Plan
Keywords:
Utilization, technology, learning materials, assessment of learning, learning deliveryAbstract
Utilization of technology in teaching is a multifaceted concept, encompassing the integration of digital tools and resources to augment the teaching and learning process (Mishra & Koehler, 2006). This study examines the extent of utilization of technology in teaching practices of the teachers in a medium size private school in Timor Leste. The respondents, predominantly younger foreign teachers with relatively higher family monthly incomes, demonstrated a notable inclination towards integrating technology in various aspects of instruction. Specifically, they rated the use of technology as highly significant in the preparation of learning materials, assessment of learning, and learning delivery. Furthermore, both older and younger teachers, irrespective of age group, displayed similar high ratings for technology integration in these instructional areas. Likewise, teachers from different nationalities, including both local and foreign educators, exhibited comparable levels of technological integration. Moreover, educators with varying income brackets, encompassing those with higher and lower family incomes reported consistent high ratings across all instructional domains. Statistical analysis, employing the Mann Whitney U test, revealed that age was not a significant determinant of technological integration. Conversely, nationality and family income emerged as significant factors in the area of preparation of learning materials. Nevertheless, no significant differences were observed in the assessment of learning and learning delivery across age groups, nationalities, and combined family income levels. This study calls for the widespread acknowledgement and application of technology in teaching practices, emphasizing the universal effectiveness of technological integration across diverse teacher demographics.
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