Secondary School English Teachers’ Perceptions of Educational Technology Integration in Kapit

Abstract

The rapid advancement of technology has revolutionised the teaching and learning environment, particularly in language education. This transformation from traditional chalk-and-board classrooms to technology-enhanced learning spaces is evident worldwide. Understanding teachers' perceptions of educational technology is crucial as they significantly influence its adoption and effective use. This study aimed to explore secondary school English teachers' perspectives on integrating educational technology in Kapit, a suburban region in Sarawak, Malaysia. A mixed-methods research design was employed, incorporating both quantitative and qualitative approaches. Fifty English teachers from seven secondary schools in Kapit participated. Quantitative data were gathered using structured questionnaires, while qualitative insights were obtained through in-depth interviews with five selected participants. Descriptive statistics analysed the questionnaire data, and thematic analysis was applied to the interview data. The investigation revealed generally positive views towards educational technology among teachers in Kapit, highlighting its potential to enhance teaching and learning. However, challenges such as a lack of resources, insufficient training, and resistance to change were also identified. These findings underscore the importance of addressing these challenges through targeted interventions and support mechanisms. Implications for school administrators and policymakers include creating supportive environments for integrating educational technology to improve teaching practices and student learning experiences in suburban areas. Future research should explore educational technology integration across various contexts and educational levels, employing longitudinal and experimental designs to assess the long-term impacts and effectiveness of specific interventions.