Skills and knowledge impact teachers technology integration in social studies teaching in Jordanian school

• Smadi, Mohammad Abed-Latif Mohammad ^[1] ; Arumugam Raman
  1. [1] Amman Arab University of Jordan
• Localización: Revista iberoamericana de psicología del ejercicio y el deporte, ISSN 1886-8576, Vol. 19, Nº. 4, 2024, págs. 402-405
• Idioma: inglés
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• Resumen

  • This qualitative research study aimed to examine the knowledge and knowledge skills impacting technology integration in social studies teaching in a Jordanian school. The case study method was chosen because the research questions sought to identify specific factors (skills and knowledge) influencing technology integration in a classroom. In Jordan, little qualitative empirical research has investigated the level of skills and knowledge of technology that has been carried out for educational purposes. Therefore, this paper intends to identify the importance of teachers' knowledge and skills in technology integration. These data were analyzed using a thematic analysis approach, semi-structured interview interviews, and observations were used as instruments to collect data. Four social studies teachers participated in this study. Findings showed that most of the teachers have positive knowledge and skills towards technology integration in their teaching, but that training courses should be developed to increase their proficiency.