Science Teachers’ Attitude regarding Use of Digital Tools in Public School of Punjab

Shafia Baber, Shahzada Qaisar


Science teachers in many countries use Digital tools (DTs) less frequently, despite the increasing potential of DTs for teaching and learning. The attitude of science teachers toward DTs and their perceptions of DTs' use in the classroom has a significant effect on their use of ICT in their learning and teaching activities. The main objective of this study was to develop an understanding of how science teachers have attitudes regarding the use of DTs in the science classroom. The paradigm of this research was interpretive and the research method was qualitative. Convenience sampling was utilized to explore science teachers' attitudes toward the use of DTs in public schools. This case study included ten science teachers for individual interviews. In this research, an accessible data source NVivo software was used for thematic analysis to classify, establish, and improve understanding of themes through the data collections. The “three science teachers’ typology” was recognized after the interviews with the participants. The analysis indicated that a science teacher does not easily accept the change that occurs through technology. They would feel the influence and maybe experience acclimation problems. Because the personality trait of a teacher has a direct impact on a student's ability and performance. It is suggested that educational institutions set up teacher training programs to educate them on various cutting-edge strategies and procedures that might assist in developing a positive attitude toward DTs and integrating technology.

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