INVESTIGATING THE IMPACT OF TEACHERS’ ATTITUDES TOWARDS TECHNOLOGY ON THE ADOPTION OF BLENDED LEARNING IN NORTHERN KAZAKHSTAN’S SECONDARY SCHOOLS
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Date
2024-04-22
Authors
Tleubergenov, Yerlan
Journal Title
Journal ISSN
Volume Title
Publisher
Nazarbayev University Graduate School of Education
Abstract
This study investigates the impact of secondary school teachers’ attitudes towards
technology on the adoption of blended learning in Northern Kazakhstan, guided by the
main research question: “What are the attitudes of secondary school teachers in
Kazakhstan towards the use of technology in education?”. I used a qualitative research
design, and it was informed by the Technology Acceptance Model and Social Cognitive
Theory. I conducted in-depth interviews with ten teachers, selected through stratified
sampling from various subjects and experience levels. The thematic analysis revealed a
clear connection between teachers’ positive attitudes towards technology and the adoption
of blended learning. The participants recognized technology’s potential to enhance student
engagement in education but highlighted challenges such as technical difficulties and
unequal access to technology. Moreover, the resistance towards technology integration
demonstrated by some participants was rooted in a preference for traditional methods and
concerns over technology’s impact and further compounded by a significant gap in
professional development. The combination resulted in the hesitancy in adopting blended
learning approaches. The findings also suggest that participants who view technology
positively are more likely to support and adopt blended learning approaches. This indicates
that positive attitudes towards technology can significantly enhance the integration of
blended learning methods. These attitudes were influenced by factors such as prior
technology experiences, training, and peer support. Overall, the findings call for the urgent
need for targeted professional development and infrastructure improvements to address
these barriers and enhance digital literacy among teachers, facilitating more effective
blended learning environments.
Description
Keywords
teachers' attitudes toward blended learning, social cognitive theory, technology acceptance model, North Kazakhstan, secondary schools, Type of access: Open Access
Citation
Tleubergenov, Yerlan. (2024). Investigating the Impact of Teachers’ Attitudes Towards Technology on the Adoption of Blended Learning in Northern Kazakhstan’s Secondary Schools. Nazarbayev University Graduate School of Education