The Degree of Technology Implemented in the Learning Process in Primary Schools from Teachers’ Perspectives

Abstract

The study aimed to identify the degree to which technology is implemented in the learning process in primary schools in Nablus Governorate from the teachers’ perspectives. To achieve this objective, the study adopted a descriptive-analytical approach and developed a questionnaire consisting of 30 items divided into two main domains: the degree of technology implementation in the learning process in primary schools in Nablus Governorate, and the obstacles hindering the application of technology from the teachers’ point of view. The questionnaire was administered to a purposive sample of 48 male and female teachers from both public and private primary schools in Nablus Governorate. The findings revealed that the level of technology implementation in the learning process was high, with a mean score of 3.85. No statistically significant differences were found in the degree of technology implementation attributable to the variables of age, gender, or academic qualification at the significance level (α ≤ 0.05). However, the results indicated statistically significant differences according to years of teaching experience. Moreover, the study showed that the overall mean of the obstacles to technology implementation reached 3.57, which is considered relatively high, indicating the presence of several challenges in this regard. No statistically significant differences were found in the obstacles to technology implementation based on age, gender, academic qualification, or years of experience at the significance level (α ≤ 0.05).