Abstract:

Technology holds a relevant and unique place in the school curriculum as it is important for a better living of the individual. But, it is known that most of the teachers are considering technology handling as difficult. This study examines the perception by secondary school students and teachers in technology integrated learning and teaching. Sixty secondary school students and fourteen teachers participated in the survey. The questionnaires on perception of students and teachers used to collect the data and comprises of closed as well as open ended items. The study incorporated cognitive, affective and environmental reasons that contribute to perception about technology integration. The factors that make difficult for the teachers include distraction, ICT support, Infrastructure, Professionalism. Further analysis revealed that students’ responses include both positive and negative. Little variation in teaching, lack of knowledge in handling, too fast class, are some of the negative responses from the students. According to teachers, students’ lack of effort and prerequisites are the major reasons for keeping away the technology integration in classroom instruction. Reluctance to seek help from others, inattention in the classroom and students’ distraction were also perceived to contribute toward why there is unsuccessful integration of technology. Teachers reported also that, lack of infrastructure and professionalism are causing main huddle in this. The findings indicate the need for teachers to realize the importance of making technology integrated classroom interesting for students to take effort in learning it. The result is discussed in relation to students’ perception in classroom teaching.

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