Research Article

School teachers’ perceived knowledge and affordances for using technology in teaching

Arystanbek Maulet 1 , Wilfried Admiraal 2 , Nursulu Algozhaeva 1 , Nuri Balta 3 *
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1 Al-Farabi Kazakh National University, Almaty, KAZAKHSTAN2 Oslo Metropolitan University, Oslo, NORWAY3 SDU University, Almaty, KAZAKHSTAN* Corresponding Author
Contemporary Educational Technology, 16(3), July 2024, ep515, https://doi.org/10.30935/cedtech/14713
Published Online: 11 June 2024, Published: 01 July 2024
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ABSTRACT

Teachers’ knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher’s knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed.
Keywords: teaching with technology, affordances, knowledge, teachers, secondary education

CITATION (APA)

Maulet, A., Admiraal, W., Algozhaeva, N., & Balta, N. (2024). School teachers’ perceived knowledge and affordances for using technology in teaching. Contemporary Educational Technology, 16(3), ep515. https://doi.org/10.30935/cedtech/14713

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