The Relationship Between School Teachers’ Technology Competency and Their Instructional Practices��By: Cham Lie Lin

Chapter 1�Introduction and Background of Study

• Increasing use of technology
• Enhance instructional practices in the classroom
• Teachers’ technology competency �(knowledge, skill & confidence)
• May influence the quality and effectiveness of their instructional practices
• Understand the relationship for improvement
• Contribute more effective and innovative strategies in school

Research Problem

• Face challenges
• Varying teachers’ technology competency level
• Affecting the way they incorporated technology
• Traditional teaching method
• Limited professional training
• Resistance to change
• Lack of support

Research Objectives

General objective

• the relationship between teachers’ technology competency and instructional practices in primary schools.

Specific objective

• the level of technology competency among primary school teachers in terms of knowledge, skills and confidence
• the frequency and types of technology used in teachers’ instructional practices.
• the challenges faced by teachers in integrating technology into their teaching.
• whether there is significant relationship between teachers’ technology competency and instructional practices.

Research Questions

• What is the level of the technology competency among primary school teachers in term of knowledge, skills and confidence?
• How frequently do primary school teachers integrate technology into their instructional practices?
• What types of technology used in teachers’ instructional practices?
• What challenges do primary school teachers face when integrating technology into their instructional practices?
• Is there a significant relationship between teachers’ technology competency and their instructional practices in primary school?

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Significant of the Study

• Essential for improving educational outcomes
• Benefit the primary school teachers
• Valuable to school administrators and policymakers
• Evidence on how teachers’ technology competency influences teacher practices at the primary school
• Benefit students

Limitation of the Study

• Focuses on a specific group of teachers from selected schools
• Data are collected through self-reposted questionnaires
• The data captures at a single point in time
• external factors

Chapter 2�Review related Literature

• Mishra & Koehler (2006)

-Introduced TPACK

-Effective teaching through integration of technology

• Ertmer & Ottenbreit-Leftwich (2010)

-Teachers’ confidence influence technology � integration

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• Puentedura (2010)

-develop strong TPACK

-capable of designing lessons that integrate technology

• Hew & Brush (2007)

- traditional and teacher-centered methods

- barriers

-restrict opportunities for active learning

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Chapter 3�Methodology

• Research Methods / Design

-Quantitative Correlational design

• Sampling method and size

-Approximately 25-30 primary school teachers

-Stratified random sampling method

• Instruments used

-Structured Questionnaire

-Three sections

-Five-point Likert scale

-Ranging from 1 (strongly disagree) � to 5 (strongly agree)

• Data collection method and procedures

-Quantitative data collection method

-Online google form Questionnaire

-Obtaining formal approval

-Contact selected teachers

-Brief introduction explaining the purpose of the study

-Clear instructions to complete questionnaire

-Data collection period (2 weeks)

• Data Analysis method used

-Combination of descriptive and

inferential statistical method

-Descriptive statistics

-Frequencies and percentage

-Means

-Pearson correlation coefficient

-Simple regression analysis

Thank you