Teacher Attitudes and Perceptions Toward Technology Integration in Bhutanese Classrooms

Abstract

his study aimed to analyse the technology use by Bhutanese teachers, their attitudes and perceptions toward the integration of technology in teaching. It sought to determine the impact of content knowledge, pedagogical knowledge, and technological knowledge on Technological Pedagogical Content Knowledge (TPACK)–the conceptual framework for technology integration in teaching-learning. It employed a quantitative non-experimental correlational survey design. The data were collected through a web-based cross-sectional survey from a total of 204 teachers from 19 schools in Thimphu. The findings revealed that while teachers used a variety of devices to support their teaching, Bhutanese teachers rarely utilised web-based applications. The analysis of teachers’ attitudes and perceptions toward technology integration showed a combined mean score of 1.74 (± 0.77) on the given scale. A total of 94 (46%) respondents held a negative attitude, 69 (34%) were moderately inclined, and 41 (20%) expressed a positive attitude toward technology integration. The path analyses showed a significant direct relationship between content knowledge and technological knowledge to technological pedagogical content knowledge. However, no empirical support was found for pedagogical knowledge. This study highlights a timely and comprehensive national professional development programme and advocates for the establishment of a robust ICT infrastructure in Bhutanese Schools.