Transforming Education in the Digital Era: Teachers' Views on Challenges and Opportunities in Technology-based Learning
Keywords:
Technology-Based Learning, Teacher Challenges, Digital EducationAbstract
This study explores the challenges and opportunities teachers face in integrating technology into education. Using a qualitative approach, data were collected through semi-structured interviews and classroom observations. The findings reveal that teachers encounter several challenges, including limited training, inadequate infrastructure, and student resistance to technology-based learning. Many educators feel unprepared due to a lack of professional development, while unstable internet connections and limited access to digital devices hinder effective implementation. Additionally, some students struggle to adapt, leading to decreased engagement. Despite these challenges, teachers recognize the potential of technology to enhance learning experiences. Digital tools enable interactive and personalized learning, facilitate real-time assessments, and promote student collaboration. Observations indicate that some teachers have successfully integrated technology into their teaching, although disparities in access and utilization remain. This study recommends strengthening teacher training programs, improving digital infrastructure, and developing strategies to support student adaptation to technology-based learning. Policymakers should ensure equitable access to technology and invest in digital education resources. Future research should explore the long-term impact of technology in education and develop innovative learning models. By addressing these challenges and maximizing opportunities, technology can significantly contribute to a more effective and inclusive learning environment.
References
Akour, M., & Alenezi, M. (2022). Higher Education Future in the Era of Digital Transformation Mohammad Akour and Mamdouh Alenezi * Software. Education Sciences, 12(784), 1–13. https://doi.org/https://doi.org/10.3390/educsci12110784
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review. Frontiers in Psychology, 13(June), 1–9. https://doi.org/10.3389/fpsyg.2022.920317
Becker, S. A., Cummins, M., Davis, A., Freeman, A., Hall, C. G., & Anantharayanan, V. (2017). The NMC Horizon Report: 2016 Higher Education Edition. The New Media Consortium. https://www.learntechlib.org/p/174879/
Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39(November 2020). https://doi.org/10.1016/j.tsc.2021.100791
Brown, H. D. (2004). Teaching by Principles An Interactive Approach to Language Pedagogy. New-York Longman. - References - Scientific Research Publishing.
Carillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/https://doi.org/10.1080/02619768.2020.1821184
Castro, M. D. B., & Tumibay, G. M. (2021). A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26, 1367–1385. https://link.springer.com/article/10.1007/s10639-019-10027-z
Chen, Z., Chen, W., Jia, J., & An, H. (2020). The effects of using mobile devices on language learning: a meta-analysis. Educational Technology Research and Development, 68, 1768–1789. https://link.springer.com/article/10.1007/s11423-020-09801-5
Cortázar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting critical thinking in an online, project-based course. Computers in Human Behavior, 119. https://doi.org/10.1016/j.chb.2021.106705
Dash, B. B. (2022). Digital Tools for Teaching and Learning English Language in 21 st Century. International Journal Of English and Studies, 4(2), 8–13. http://dx.doi.org/10.47311/IJOES.2022.4202
Eartmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47, 47–61. https://link.springer.com/article/10.1007/BF02299597
Florian, L., & Black-Hawkins, C. (2020). Exploring Inclusive Pedagogy. British Educational Research Journal, 50(2), 179–189. https://doi.org/https://doi.org/10.1080/01411926.2010.501096
Freire, P. (1971). Pedagogy of the Oppressed. Lawrence & Wishart.
Hadianti, S., & Rohmah, D. W. M. (2021). English Teachers’ Perception on Using Digital Tools in the Classroom. Exposure : Jurnal Pendidikan Bahasa Inggris, 10(2), 234–241. https://doi.org/10.26618/exposure.v10i2.5769
Hilton, J. T. (2016). A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms. The Social Studies, 107(2), 68–73. https://doi.org/https://doi.org/10.1080/00377996.2015.1124376
James, P. C. (2021). What Determines Student Satisfaction in an E-learning Environment? A Comprehensive Literature Review of Key Success Factors. Higher Education Studies, 11(3), 1. https://doi.org/10.5539/hes.v11n3p1
Lai, J. W. ., Bower, M., Nobile, J. De, & Breyer, Y. (2022). What should we evaluate when we use technology in education? JCAL : Journal of Computer Assisted Learning, 38(3), 743–757. https://doi.org/https://doi.org/10.1111/jcal.12645
Lemay, D. J., Bazelais, P., & Doleck, T. (2021). Transition to online learning during the COVID-19 pandemic. Computers in Human Behavior Reports, 4, 100130. https://doi.org/10.1016/j.chbr.2021.100130
Lukita, C., Hardini, M., Pranata, S., Julianingsih, D., & Santoso, N. P. L. (2023). Transformation of Entrepreneurship and Digital Technology Students in the Era of Revolution 4.0. APTISI Transactions on Technopreneurship, 5(3), 291–304. https://doi.org/10.34306/att.v5i3.356
Luthfiyyah, R., Hafifah, G. N., Ivone, F. M., & Tresnadewi, S. (2021). Technology use in secondary level of English language teaching: A Literature Review. JEES (Journal of English Educators Society), 6(1), 79–89. https://doi.org/10.21070/jees.v6i1.1020
Merta, L. W. S., Ratminingsih, N. M., & Budasi, I. G. (2023). The Integration of Technology in English Language Teaching to Stimulate Students’ Critical Thinking. Language Circle: Journal of Language and Literature, 17(2), 333–341. https://doi.org/10.15294/lc.v17i2.39097
Novak, E., McDaniel, K., & Li, J. (2023). Factors that impact student frustration in digital learning environments. Computers and Education Open, 5(October), 100153. https://doi.org/10.1016/j.caeo.2023.100153
Rakha, N. (2023). Revolution in learning through digitization: How technology is changing the landscape of education. International Journal of Cyber Law |, 1(3), 1–16. https://doi.org/https://doi.org/10.59022/ijcl.38
Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and pedagogical models: Analysis of factors and measurement of learning outcomes in education. Journal of Ethnic and Cultural Studies, 7(2), 1–14. https://doi.org/10.29333/ejecs/311
Voogt, J., & Knezek, G. (2008). International Handbook of Information Technology in Primary and Secondary Education. Springer Science & Business Media.
Wiwin, D., Utami, U. W., & Taris, T. (2022). Digital Media and Its Implication in Promoting Students’ Autonomous Learning. JET (Journal of English Teaching), 8(1), 97–106. https://doi.org/10.33541/jet.v8i1.3284
Zhao, Y. (2004). What teachers should know about technology: Perspectives and practices. Information Age.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Anggun Mahesti, Chanthavy Khamla, Soudavone Daovanh (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
