TECHNOLOGICAL INNOVATION IN TEACHING-LEARNING PROCESS: A COMPARATIVE VIEW OF BELIEFS & PRACTICES OF TEACHERS

Abstract

Technology advances must be incorporated into teaching process to create dynamic, interactive learning environments that will equip students for the challenges of digital age. Examining attitudes & practices about technology developments in secondary education was the primary focus of the study. The study question "What is the impact of teachers' beliefs on their practices regarding the use of technological innovations at the secondary level?" was created to accomplish this goal. The data was gathered using an instrument based upon a five-point Likert scale. Through the use of stratified random sampling, 400 secondary school teachers were chosen as a sample. The SPSS software was used to examine gathered data. The data analysis revealed a substantial disparity in views of experienced and beginner teachers about usage of technological development. There was notable distinction between the approaches taken by inexperienced and experienced educators when implementing technology improvements. It was advised that the curriculum designers incorporate information upon the significance and application of technological developments at the secondary level based on the findings and conclusions.