School teachers’ perceived knowledge and affordances for using technology in teaching

Arystanbek Maulet; Wilfried Admiraal; Nursulu Algozhaeva; Nuri Balta

doi:10.30935/cedtech/14713

Arystanbek Maulet ¹, Wilfried Admiraal ², Nursulu Algozhaeva ¹, Nuri Balta ³ ^*

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CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep515

https://doi.org/10.30935/cedtech/14713

Submitted: 26 February 2024, Published Online: 11 June 2024

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Abstract

Teachers’ knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher’s knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed.

Keywords: teaching with technology, affordances, knowledge, teachers, secondary education

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Citation

Maulet, A., Admiraal, W., Algozhaeva, N., & Balta, N. (2024). School teachers’ perceived knowledge and affordances for using technology in teaching. Contemporary Educational Technology, 16(3), ep515. https://doi.org/10.30935/cedtech/14713

Maulet, A., Admiraal, W., Algozhaeva, N., and Balta, N. (2024). School teachers’ perceived knowledge and affordances for using technology in teaching. Contemporary Educational Technology, 16(3), ep515. https://doi.org/10.30935/cedtech/14713

Maulet A, Admiraal W, Algozhaeva N, Balta N. School teachers’ perceived knowledge and affordances for using technology in teaching. CONT ED TECHNOLOGY. 2024;16(3), ep515. https://doi.org/10.30935/cedtech/14713

Maulet, Arystanbek, Wilfried Admiraal, Nursulu Algozhaeva, and Nuri Balta. "School teachers’ perceived knowledge and affordances for using technology in teaching". Contemporary Educational Technology 2024 16 no. 3 (2024): ep515. https://doi.org/10.30935/cedtech/14713

Maulet, Arystanbek et al. "School teachers’ perceived knowledge and affordances for using technology in teaching". Contemporary Educational Technology, vol. 16, no. 3, 2024, ep515. https://doi.org/10.30935/cedtech/14713

Maulet A, Admiraal W, Algozhaeva N, Balta N. School teachers’ perceived knowledge and affordances for using technology in teaching. CONT ED TECHNOLOGY. 2024;16(3):ep515. https://doi.org/10.30935/cedtech/14713