Perception of the digital technological integration by the teachers of technology and entrepreneurship
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DOI:
https://doi.org/10.59287/ijanser.385Keywords:
Technology Education, Digital Technological Integration, Information and Communication Technologies, Innovative Forms of Learning and Teaching, Digital Pedagogical CompetenciesAbstract
In the conditions of ubiquitous informatization and global connectivity, the integration of ICT (Information and Communication Technologies) in education is a major way to modernize today’s education. It is a matter of gradual and progressive changes to the extent of transformation of the educational system and construction of new educational models. The degree of integration depends on many factors. In addition to the resource provision, the digital competencies of teachers, and especially their value parameters, have an important impact.
The ways in which teachers in Bulgarian junior high school technological education perceive information and communication technologies (ICT) in the learning process, as well as their attitude to innovative digital forms of learning and teaching have been tested by surveying 127 teachers and conducting semi-structured interviews with 18 of them. The tools used in the process reflect the understanding of the essence of digital technological integration based on theoretical analysis. The participants in the study express their thoughts about the educational potential of learning methods such as game-based learning, use of computer simulations, virtual reality, learning with mobile devices and others.
The results of the empirical research show that teachers in technological and entrepreneurial subjects perceive ICT not only as a way of improving existing methodological practices, but also as a tool for overall transformation of learning. The participants in the survey declare a positive attitude towards most of the listed innovative forms of training; however, they are reserved in the assessments of their capacity and express concerns about their effective methodological interpretation. The results are a prerequisite for increasing the degree of integration of ICT in the Bulgarian high school education in technology and entrepreneurship and show the need for in-depth methodological research in the field of pedagogical use of digital technologies
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