Technology Integration in Education: Insights from the "Tech to Teach" Project

1. Analysis of Students' and Teachers' Attitudes Towards Technology in Education

1.1. Introduction

As part of the "Tech to Teach" project (Ref. No: KA220-SCH-000032769), funded by Erasmus+ and led by the Antalya Directorate of National Education, we conducted an in-depth analysis of pre-test and post-test questionnaires to understand changes in students' and teachers' attitudes towards technology in education. This analysis aimed to evaluate the effectiveness of our educational interventions in promoting Technology-Based Active Learning (TBAL). The project is a collaborative effort involving eight partners: Universidade Lusófona (Portugal), SUGS "Zef Lush Marku" (North Macedonia), Tavşanlı 15 Temmuz Şehitleri Science High School (Turkey), Gülveren Anatolian High School (Turkey), Akdeniz University (Turkey), Directorate of Secondary Education of Trikala (Greece), and the Governorship of Istanbul (Turkey).

1.2. Methodology

We administered questionnaires adapted from the TIQ Technology Implementation Questionnaire (Version 3) by Abrami, P.C., Venkatesh, V., & Lysenko, L. (2012), to both students and teachers. These questionnaires focused on various aspects of using technology in education. Data cleaning and alignment were performed, converting non-numeric entries to numeric values and removing rows with insufficient data. Paired t-tests were used to compare pre-test and post-test responses, identifying significant changes in attitudes.

The study was conducted across 12 schools from partner countries, with a total of 1,059 student participants and 127 teacher participants.

1.3. Results

The analysis revealed statistically significant improvements in attitudes towards technology in education for both students and teachers.

Table 1: Students’ Attitude

Statement	t_stat	p_val
Promotes the development of communication skills	3.22	0.002
Is a valuable instructional tool	2.98	0.004
The use of technology influenced my learning	2.65	0.009
Technology helped/helps me move towards my learning goals	2.43	0.016
I feel/felt comfortable with the use of technology	2.87	0.007
I feel motivated when using technological tools	3.05	0.003

The analysis of students' responses indicated a statistically significant improvement in their attitudes towards technology in education across all measured statements. The intervention positively influenced students' perceptions, particularly in terms of communication skills development, comfort with technology, and motivation to use technological tools. The t-tests showed that students felt technology promotes the development of communication skills (t_stat = 3.22, p_val = 0.002), found technology to be a valuable instructional tool (t_stat = 2.98, p_val = 0.004), and believed that the use of technology positively influenced their learning (t_stat = 2.65, p_val = 0.009). Additionally, technology helped students move towards their learning goals (t_stat = 2.43, p_val = 0.016), made them feel more comfortable (t_stat = 2.87, p_val = 0.007), and increased their motivation to use technological tools (t_stat = 3.05, p_val = 0.003).

Table 2. Teachers' Attitudes

Statement	t_stat	p_val
Promotes the development of communication skills	3.45	0.001
Is a valuable instructional tool	2.98	0.004
The use of technology influenced my learning	2.67	0.008
Technology helped/helps me move towards my learning goals	2.34	0.021
I feel/felt comfortable with the use of technology	2.95	0.005
I feel motivated when using technological tools	3.12	0.002

Similarly, the analysis of teachers' responses showed significant improvements in their attitudes towards technology in education. Teachers reported better outcomes in all measured statements, highlighting the effectiveness of the intervention. They observed that technology promotes the development of communication skills (t_stat = 3.45, p_val = 0.001), considered technology as a valuable instructional tool (t_stat = 2.98, p_val = 0.004), and noted that technology positively influenced their teaching practices (t_stat = 2.67, p_val = 0.008). Furthermore, technology helped teachers in achieving their educational goals (t_stat = 2.34, p_val = 0.021), increased their comfort with technology (t_stat = 2.95, p_val = 0.005), and boosted their motivation to use technological tools (t_stat = 3.12, p_val = 0.002).

1.4. Conclusion

The analysis demonstrates that the intervention significantly improved both students' and teachers' attitudes towards technology in education. The positive changes across all measured statements suggest that the intervention was effective in fostering a more favorable perception of technology's role in the educational process.

1.5. Recommendations

Based on the analysis, we recommend providing continued support and training for both students and teachers to maintain and enhance the positive attitudes towards technology in education. Strategies that promote collaborative learning through technology should be encouraged and developed. Resources and training should be provided to help teachers manage classrooms effectively with technological tools. Furthermore, technological support for students with special needs should be enhanced to ensure inclusive education. Finally, technical support should be readily available and responsive to address any issues that arise promptly.

To support these recommendations, the project has developed a comprehensive set of resources available for download at www.techtoteacheu.com. These include:

The Tech to Teach Guide Book is a detailed guide for teachers on integrating technology-based active learning into their teaching practices. The guidebook offers insights into selecting appropriate technological tools, strategies for technological integration in various contexts, and sustainable practices for technology-enhanced education. Additionally, it provides practical advice on overcoming common challenges faced by teachers when implementing technology in their classrooms. The guidebook includes chapters on effective lesson planning, assessment methods in a technology-enhanced environment, and best practices for sustainable and impactful technology use in education .

The Tech to Teach Lesson Plans and Activity Book is a collection of technology- based active learning lesson plans and activities designed to engage students and enhance learning outcomes. These lesson plans cover a wide range of subjects and provide practical examples of how to integrate technology into the classroom to promote active learning. The activities are structured to foster critical thinking, collaboration, and problem-solving skills among students. The book also includes guidelines on adapting these plans for different educational settings and student needs. Each lesson plan is designed with clear objectives, detailed instructions, and assessment criteria, ensuring that teachers can effectively implement and evaluate the activities .

These deliverables are designed to provide practical tools and insights that promote dynamic technology-enhanced learning environments, ensuring that both students and teachers can benefit from innovative educational practices. By leveraging these resources, educators can create engaging, inclusive, and effective learning experiences that prepare students for future challenges in a technology-driven world.

2. References

Abrami, P. C., Venkatesh, V., & Lysenko, L. (2012). Technology Implementation Questionnaire. Ver. 3. Centre for the Study of Learning and Performance.