Teachers and Students Perception of Technology and Sustainable Adoption Framework in the Pedagogical Process: A Systematic Review

Authors

  • Sri Utaminingsih
  • Nur Fajrie
  • Nurudeen Babatunde Bamiro
  • Mohamed Nor Azhari Azman

Keywords:

Educational technology; pedagogical process; perception of technology; meta-analysis

Abstract

The adoption of technology remains a persistent challenge, but it is an essential endeavour in the pursuit of fostering inclusivity, equity, and a steadfast commitment to providing high-quality learning opportunities for all. This study conducts a systematic review to explore how teachers and students perceive the role of technology in the classroom. It also investigates the key factors that influence teachers’ perceptions of technology and the barriers they encounter when adopting technology in the pedagogical process. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guideline, reputable databases were thoroughly examined, including Google Scholar, Semantic Scholar, Web of Science, and Scopus. The search identified 83 relevant publications spanning the years 2010 to 2023. After a comprehensive evaluation, we identified 41 publications most relevant to the study. The study revealed that both teachers and students view technology as a valuable tool to improve the quality of learning and encourage active participation in the classroom. The findings also uncovered the key factors influencing students’ and teachers’ technology perceptions in education and highlighted the barriers to technology adoption in the pedagogical process. A sustainable framework was provided to ensure the sustainability of technology in the pedagogical process.

https://doi.org/10.26803/ijlter.22.12.9

References

Abedi, E. A. (2023). Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices. Journal of Computers in Education, 1–20. https://link.springer.com/article/10.1007/s40692-023-00296-6

Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, 920317. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.920317/full

Alberola-Mulet, I., Iglesias-Martínez, M. J., & Lozano-Cabezas, I. (2021). Teachers’ beliefs about the role of digital educational resources in educational practice: A qualitative study. Education Sciences, 11(5), 239. https://www.mdpi.com/2227-7102/11/5/239

Alghamdi, A. (2020). Technology and the Professional Development of Teachers: A Proposed Integrated Model of Technology Adoption (IMTA). Technology, 11(20). https://doi.org/10.7176/JEP/11-20-02

Badia, A., Meneses, J., Sigalés, C., & Fàbregues, S. (2014). Factors affecting school teachers’ perceptions of the instructional benefits of digital technology. Procedia-Social and Behavioral Sciences, 141, 357–362. https://doi.org/10.1016/j.sbspro.2014.05.063

Bamiro, N. B., Zakariya, Z. B., & Nasiru, B. A. (2023). Development of Halal Entrepreneurship Framework Through Business Incubator Service for Sustainability Using PRISMA. In L. Raimi, S. M. Adekunle, & M. S. Shabbir (Eds.), Contemporary Discourse of Halal and Islamic Entrepreneurship. Springer. https://doi.org/10.1007/978-981-99-6427-7_6

Bielefeldt, T. (2012). Guidance for technology decisions from classroom observation. Journal of Research on Technology in Education, 44, 205–223. https://doi.org/10.1080/15391523.2012.10782587

Cañas, A. J., Coffey, J. W., Carnot, M. J., Feltovich, P., Hoffman, R. R., Feltovich, J., & Novak, J. D. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. Report to the Chief of Naval Education and Training, 1–108. https://eventos.unipampa.edu.br/seminariodocente/files/2011/03/Oficina-9-A-Summary-of-Literature-Pertaining-to-the-Use-of-Concept

Dassa, L., & Vaughan, M. (2018). # class again? How education faculty engage the disengaged college student. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(1), 42–45. https://doi.org/10.1080/00098655.2017.1342434

Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems: theory and results [Doctoral dissertation. MIT Sloan School of Management, Cambridge, MA]. https://dspace.mit.edu/handle/1721.1/15192

Davis, F. D. (1989). perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/24900

DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to online teaching during the COVID-19 pandemic: An exploration of STEM teachers’ views, successes, and challenges. Journal of Science Education and Technology, 31(3), 340-356. https://link.springer.com/article/10.1007/s10956-022-09958-z

DeCoito, I., & Richardson, T. (2018). Teachers and technology: Present practice and future directions. Contemporary Issues in Technology and Teacher Education, 18(2), 362–378. https://www.learntechlib.org/primary/p/180395

Dogan, S., Dogan, N. A., & Celik, I. (2021). Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use. Education and Information Technologies, 26, 1311–1332. https://link.springer.com/article/10.1007/s10639-020-10310-4

Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56, 21–28. https://doi.org/10.1016/j.chb.2015.11.023

Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30, 452–465. https://link.springer.com/article/10.1007/s12528-018-9179-z

Dwivedi, Y. K., Hughes, L., Baabdullah, A. M., Ribeiro-Navarrete, S., Giannakis, M., Al-Debei, M. M., & Wamba, S. F. (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 66, 102542. https://doi.org/10.1016/j.ijinfomgt.2022.1

El-Hamamsy, L., Monnier, E. C., Avry, S., Chevalier, M., Bruno, B., Dehler Zufferey, J., & Mondada, F. (2023). Modelling the sustainability of a primary school digital education curricular reform and professional development program. Education and Information Technologies, 1–48. https://link.springer.com/article/10.1007/s10639-023-11653-4

Emre, D. (2019). Prospective teachers’ perceptions of barriers to technology integration in education. Contemporary Educational Technology, 10(4), 381–398. https://doi.org/10.30935/cet.634187

Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: a systematic review. Educational Technology Research and Development, 70(5), 1911–1930. https://link.springer.com/article/10.1007/s11423-022-10127-7

Fletcher, J., Everatt, J., Mackey, J., & Fickel, L. H. (2020). Digital technologies and innovative learning environments in schooling: A New Zealand experience. New Zealand Journal of Educational Studies, 55, 91–112. https://link.springer.com/article/10.1007/s40841-020-00156-2

Francom, G. M. (2019). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1–16. https://doi.org/10.1080/15391523.2019.1679055

García-Hernández, A., García-Valcárcel Muñoz-Repiso, A., Casillas-Martín, S., & Cabezas-González, M. (2022). Sustainability in Digital Education: A Systematic Review of Innovative Proposals. Education Sciences, 13(1), 33. https://doi.org/10.3390/educsci13010033

Gerez, J. G. (2019). Middle School Teachers’ Perceptions of the Integration of Technology into Pedagogy. https://dune.une.edu/theses/229/

Grani?, A. (2022). Educational technology adoption: a systematic review. Education and Information Technologies, 27(7), 9725–9744. https://link.springer.com/article/10.1007/s10639-022-10951-7

Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Hall, G. E., & Hord, S. M. (2006) Implementing change: Patterns, principles and potholes. Pearson Education. https://repository.vnu.edu.vn/handle/VNU_123/84667

Harper, B. (2018). Technology and teacher–student interactions: A review of empirical research. Journal of Research on Technology in Education, 50(3), 214–225. https://doi.org/10.1080/15391523.2018.1450690

Hartman, R. J., Townsend, M. B., & Jackson, M. (2019). Educators’ perceptions of technology integration into the classroom: a descriptive case study. Journal of Research in Innovative Teaching & Learning, 12(3), 236–249. https://doi.org/10.1108/JRIT-03-2019-0044

Harvil, H. R. (2018). Teacher perceptions on the use of technology with English language learners. Liberty University. https://www.proquest.com/openview/3c992bb8924dcddc04e2d44fd4378bda/1?pq-origsite=gscholar&cbl=18750

Hechter, R. P., Phyfe, L. D., & Vermette, L. A. (2012). Integrating technology in education: moving the TPCK framework towards practical applications. Education Research and Perspectives, 39(1), 136–152. https://search.informit.org/doi/abs/10.3316/aeipt.195494

Hsu, P. S. (2016). Examining current beliefs, practices and barriers about technology integration: A case study. TechTrends, 60, 30–40. https://doi.org/10.1080/21532974.2011.10784670

Hsu, P. S., & Sharma, P. (2010). A systemic framework for sustaining technology integration in educational settings. World Future Review, 2(1), 41–56. https://doi.org/10.1177/194675671000200105

Iriyani, S. Y., Darmanto, E., & Santoso. (2022). Development of Electronic Teaching Material Based on Professional Flip Pdf to Improve Student Learning Outcomes. Uniglobal. Journal of Social Sciences and Humanities, 1(2), 49–53. https://doi.org/10.53797/ujssh.v1i2.8.2022

Jalil, A., Suryani, F. B., & Bamiro, N. B. (2023). Development of Smart Online Learning Media (Smart Booklet) For Class 4 Students Post-New Normal Pandemic Covid-19 As A Means of Increasing Learning Motivation. ICCCM Journal of Social Sciences and Humanities, 2(3), 13–17. https://doi.org/10.53797/icccmjssh.v2i3.3.2023

Jang, J., Ko, Y., Shin, W. S., & Han, I. (2021). Augmented reality and virtual reality for learning: An examination using an extended Technology Acceptance Model. IEEE Access, 9, 6798–6809. https://doi.org/10.1109/ACCESS.2020.3048708

Jimoh, A. S., Bamiro, N. B., Akapo, T. A., Ibrahim, D. A., & Ismaila, M. A. (2020). Survey of determinants of the utilization of ICT facilities for instruction in Lagos state secondary schools. Al-Hikmah Journal of Education, 7(2), 42–53. https://www.alhikmah.edu.ng/ajhir/index.php/aje_path/article/view/135

Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. https://files.eric.ed.gov/fulltext/ED577147.pdf

Kabudi, T., Pappas, I., & Olsen, D. H. (2021). AI-enabled adaptive learning systems: A systematic mapping of the literature. Computers and Education: Artificial Intelligence, 2, 100017. https://doi.org/10.1016/j.caeai.2021.100017

Kim, H. J., & Jang, H. Y. (2020). Sustainable technology integration in underserved area schools: The impact of perceived student change on teacher continuance intention. Sustainability, 12(12), 4802. https://doi.org/10.3390/su12124802

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV

Koh, K. T., Tan, L. Q. W., Camiré, M., Paculdar, M. A. A., & Chua, W. G. A. (2022). Teachers’ and students’ perceptions of factors influencing the adoption of information and communications technology in physical education in Singapore schools. European Physical Education Review, 28(1), 100–119. https://doi.org/10.1177/1356336X211017949

Komalasari, M. D., Widyaningsih, N., Kassymova, G. K., Yuqi, F., Mustafa, L. M., & Bamiro, N. B. (2023). Exploring the Potential of Integrating Local Wisdom into the Development of Pocket Book Learning Media: A Systematic Literature Review. International Journal of Learning, Teaching and Educational Research, 22(10), 130–151. https://doi.org/10.26803/ijlter.22.10.8

Leite, L. O., & Lagstedt, A. (2021). The Collective Integration of Technology (CIT) Model: Helping Teachers Incorporate Technology Meaningfully in Their Everyday Work. International Journal of Education and Development using Information and Communication Technology, 17(3), 249–268. https://files.eric.ed.gov/fulltext/EJ1335764.pdf

Lemay, D. J., Morin, M. M., Bazelais, P., & Doleck, T. (2018). Modeling students’ perceptions of simulation-based learning using the Technology Acceptance Model. Clinical Simulation in Nursing, 20, 28–37. https://doi.org/10.1016/j.ecns.2018.04.004

Lewin, C., Smith, A., Morris, S., & Craig, E. (2019). Using Digital Technology to Improve Learning: Evidence Review. Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED612157.pdf

Liu, H., Lin, C. H., Zhang, D., & Zheng, B. (2018). Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis. Journal of Educational Computing Research, 56(3), 396–414. https://doi.org/10.1177/0735633117708313

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938

Louw, J. S. (2017). The Development of a Framework for the Use of Information and Communication Technology in the Classroom [Doctoral dissertation, Central University of Technology, Free State]. http://hdl.handle.net/11462/1328

Mas’od, N. H., Ngadiman, M. E., & Sulaiman, S. (2013). Teachers’ Perception for Adoption of Instructional Technology in Schools. In 2nd International Seminar on Quality and Affordable Education (ISQAE, 2013). http://educ.utm.my/wp-content/uploads/2013/11/24.1pdf

Mohammad Yunus, H., & Mohamad Hapni Joblie, F. S. (2022). Technology Integration Analysis among TVET Lecturers in Sarawak. Journal of Technology and Humanities, 3(1), 7–16. https://doi.org/10.53797/jthkkss.v3i1.2.2022

Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social sciences & humanities open, 3(1), 100101. https://doi.org/10.1016/j.ssaho.2020.100101

Mwei, K. P. (2020). Teachers’ Perception of Factors Affecting Integration of Information and Communication Technology for Instructional Purposes in Secondary Schools in Kenya. International Journal of Educational Technology and Learning. https://doi.org10.20448/2003.81.25.37

Ng, M., & Yunus, M. M. (2021). Perceptions and Challenges to ICT Use in ESL Lessons among Malaysian Primary Teacher. Creative Education, 12(7), 1532–1557. https://doi.org/10.4236/ce.2021.127117

Nordlöf, C., Hallström, J., & Höst, G. E. (2019). Self-efficacy or context dependency? Exploring teachers’ perceptions of and attitudes towards technology education. International Journal of Technology and Design Education, 29(1), 123–141. https://link.springer.com/article/10.1007/s10798-017-9431-2

Ohlin, C. L. (2019). Information and communication technology in a global world. Research in Social Sciences and Technology, 4(2), 41–57. https://doi.org/10.46303/ressat.04.02.4

Olujuwon, T., Bamiro, N. B., Akudo, K. O., & Anagun, A. M. (2021). Teachers’ characteristics as predictor of the adoption of Eko excel pedagogical innovation in public primary schools in Lagos state, Nigeria. Ife Journal of Educational Management and Policy Analysis, 2(1), 14–33. https://d1wqtxts1xzle7.cloudfront.net/81314487/TEACHERS_CHARACTERISTICS_AS_PREDICTOR_OF-libre.pdf?1645663560=&response-content-

Park, E., & Kwon, S. J. (2016). The adoption of teaching assistant robots: a technology acceptance model approach. Program-Electronic Library and Information Systems, 50(4), 354–366. https://doi.org/10.1108/PROG-02-2016-0017

Peled, Y., & Perzon, S. (2022). Systemic model for technology integration in teaching. Education and Information Technologies, 27(2), 2661–2675. https://doi.org/10.1007/s10639-021-10694-x

Phoon, G. C., Idris, M. Z., & Rahina Nugrahani. (2021). Virtual Reality (VR) in 21st. Century Education: The Opportunities and Challenges of Digital Learning in Classroom. Asian Pendidikan, 1(2), 105–110. https://doi.org/10.53797/aspen.v1i2.15.2021

Rafi, M., JianMing, Z., & Ahmad, K. (2019). Technology integration for students’ information and digital literacy education in academic libraries. Information Discovery and Delivery, 47(4), 203–217. https://doi.org/10.1108/IDD-07-2019-0049

Romero, R., Plaza, I. R., & Orfali, C. H. (2019). Barriers in teacher perception about the use of technology for evaluation in Higher Education. Digital Education Review, (35), 170–185. https://dialnet.unirioja.es/servlet/articulo?codigo=7033861

Rudhumbu, N., Du Plessis, E., & Mudau, P. K. (2021). Predictors of Behavioural Intentions of Teachers to Adopt and Use Information and Communication Technologies in Secondary Schools in Zimbabwe. International Journal of Learning, Teaching and Educational Research, 20(11), 366–386. https://ijlter.myres.net/index.php/ijlter/article/view/736

Salim, M. H. M., Ali, N. M., Jalaludin, N. A., & Johari, N. F. M. (2023). A Conceptual Persuasive Development Framework to Change Students’ Behaviour in Massive Open Online Courses: A Review. International Journal of Learning, Teaching and Educational Research, 22(9), 1–19. https://doi.org/10.26803/ijlter.22.9.1

Shirrell, M., & Spillane, J. P. (2020). Opening the door: physical infrastructure, school leaders’ work-related social interactions, and sustainable educational improvement. Teaching and Teacher Education, 88, 102846. https://doi.org/10.1016/j.tate.2019.05.012

Siyam, N. (2019). Factors impacting special education teachers’ acceptance and actual use of technology. Education and Information Technologies, 24(3), 2035–2057. https://doi.org/10.1007/s10639-018-09859-y

Tikkanen, L., Pyhältö, K., Pietarinen, J., & Soini, T. (2020). Lessons learnt from a large-scale curriculum reform: the strategies to enhance development work and reduce reform-related stress. Journal of Educational Change, 21(4), 543–567. https://link.springer.com/article/10.1007/s10833-019-09363-1

Trujillo-Torres, J. M., Hossein-Mohand, H., Gómez-García, M., Hossein-Mohand, H., & Cáceres-Reche, M. P. (2020). Mathematics teachers’ perceptions of the introduction of ICT: The relationship between motivation and use in the teaching function. Mathematics, 8(12), 2158. https://doi.org/10.3390/math8122158

United Nations. (2016). Transforming our world: the 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda

Vatsadze, E. (2022). Role of teachers in integrating technology in the classroom. Language and Culture, (27). https://doi.org/10.52340/lac.2022.957

Wohlin, C. (2014, May). Guidelines for snowballing in systematic literature studies and a replication in software engineering. Proceedings of the 18th International Conference on Evaluation and Assessment in Software Engineering (pp. 1–10). https://doi.org/10.1145/2601248.2601268

Yu, Z. G. (2020). Extending the learning Technology Acceptance Model of WeChat by adding new psychological constructs. Journal of Educational Computing Research, 58(6), 1121–1143. https://doi.org/10.1177/0735633120923772

Zimlich, S. L. (2015). Using technology in gifted and talented education classrooms: The teachers’ perspective. Journal of Information Technology Education: Innovations in Practice, 14, 101–124. http://www.jite.org/documents/Vol14/JITEv14IIPp101-124Zimlich0846.pdf

Downloads

Published

2023-12-30

Most read articles by the same author(s)