Impediments, Challenges, Needs and Attitudes Towards Technology Utilization: an Inquiry

Abstract

Flipped learning, which is a modern pedagogy, is one of the most recent breakthroughs in higher education. In light of the rapid expansion of information technology and technological development, educators have underlined the significance of revamping the educational system in order to better prepare 21st century learners for the problems that would face them in this new century. Educationalists stressed the importance of matching their pedagogies to the current time period. The research investigates the barriers, challenges, needs, and attitudes of teachers concerning the use of technology in the classroom. The sequential explanatory mixed method research design adopted in this investigation is equipped with the results of this study. It is revealed by the findings that instructors' attitudes regarding integrating technology into the classroom are "favorable." The teachers have extremely positive attitudes toward the use of technology in the classroom, which implies that they have a favorable disposition toward the integration of technology into the teaching and learning process as a whole. Master teacher-participants have more positive attitudes toward incorporating technology into education than classroom teachers and head teacher-participants, according to the overall mean percentage of participants. It demonstrates that master teachers have a favorable attitude toward and confidence in their ability to employ technology-assisted instructional tools to facilitate the delivery of the lesson to students.