Teachers' Experience in Implementing Technology-Based Learning Innovations in the Classroom: A Case Study in a Senior High School
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Abstract
The integration of technology into classroom teaching has become a focal point of educational innovation, with the potential to transform student engagement and teaching effectiveness. However, while much is known about the technical aspects of technology adoption, less is understood about the subjective experiences of teachers as they integrate new tools into their pedagogical practices. This study seeks to address the gap in understanding by exploring the personal experiences of teachers facing this shift in their teaching practices. Using a phenomenological approach, we examine how teachers experience the integration of technology in their classrooms and how it influences their pedagogical strategies. Data were collected through in-depth interviews with 8 high school teachers, revealing that while technology enhances student engagement, teachers face significant emotional and practical challenges, such as anxiety and limited technical skills. These findings offer new insights into the complexities of technology adoption in education and highlight the need for more personalized support for teachers. This study contributes to a deeper understanding of how educational technology impacts teachers' professional lives and provides valuable implications for future teacher training and policy development.
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