CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Background of the Study

Technology has become an integral part of the education system in recent years.

The use of technology in the classroom is becoming increasingly common, and it has

brought about significant changes in the teaching and learning process. The integration

of technology in education has the potential to enhance student engagement,

motivation, and learning outcomes. However, the success of technology integration

depends on the perception of students towards technology use in the classroom. This

background of the study aims to provide a comprehensive understanding of the

perceptions of students on the use of technology in the classroom.

The use of technology in education is not a new phenomenon. In the early 1900s,

the use of the radio was employed in classrooms to transmit lectures to students in

remote areas. In the 1960s, computers were introduced in classrooms to teach

programming languages. The emergence of the internet in the 1990s provided access to

vast information resources and communication tools. Today, technology integration in

the classroom has evolved to include digital textbooks, online learning management

systems, and mobile devices.

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 The integration of technology in the classroom has numerous benefits.

Technology-enhanced learning promotes student engagement, motivation, and interest

in learning (Kirschner & van Merriënboer, 2013). The use of technology in the

classroom also facilitates collaborative learning, critical thinking, and problem-solving

skills development. Technology integration also enables teachers to personalize

learning and provide immediate feedback to students.

Despite the numerous benefits of technology integration in the classroom, some

students have negative perceptions towards the use of technology in the classroom.

Some students view technology as a distraction that reduces their attention span and

inhibits their ability to focus on learning (Rosen, Lim, Carrier, & Cheever, 2011). Other

students believe that technology is not as effective as traditional teaching methods, and

it reduces the quality of learning (Cuban, 2001).

Several factors influence the perceptions of students towards technology

integration in the classroom. These factors include age, gender, prior experience, and

technology competence (Margaryan, Littlejohn, & Vojt, 2011). Younger students tend

to have more positive perceptions towards technology integration than older students.

Female students have been found to be more cautious about technology integration than

male students (Kay, 2007). Students with prior experience and higher levels of

technology competence tend to have more positive perceptions towards technology

integration in the classroom.

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 The perceptions of students towards technology integration in the classroom have

important implications for teachers. Teachers should adopt a student-centered approach

and involve students in the decision-making process of technology integration in the

classroom. Teachers should also provide adequate training and support to students to

enhance their technology competence and promote positive perceptions towards

technology integration (González-Gómez, Guardiola, Rodríguez-Ariza, & Martín,

2012).

Despite efforts by international organizations and governments to address the

issue of cultural harm against women, progress has been slow. This is partly due to the

complexity of the issue, and the fact that cultural beliefs and practices are deeply

ingrained and resistant to change.

The integration of technology in the classroom has become an essential

component of education. However, the perceptions of students towards technology

integration in the classroom play a significant role in its success. Teachers should

consider the factors that influence students' perceptions towards technology integration

and take appropriate measures to promote positive perceptions. A student-centered

approach to technology integration can enhance student engagement, motivation, and

learning outcomes.

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