Classrooms in Transition: Understanding the Impact of Educational Technology in a Pakistani School
Abstract
Technology has redesigned the education sector by introducing e-learning and virtual systems, presenting novel opportunities for teaching and learning. However, its implementation in the schools of developing countries is yet to be explored. Therefore, the current research focuses on measuring the impact of integrating digital tools on teaching and learning, on 7th-grade classroom at a government school of Pakistan. This research uses a mixed-method approach, comprising pre and post-surveys, interviews, and classroom observations. Descriptive statistics are used to analyze quantitative data, while Haas’s adaptation of the Colaizzi method is employed for qualitative data examination.The study incorporated David Thornburg’s device-sharing model for a fair use of technology, because of limited availaibility of the devices. The results demostrated a visible improvement in instructional quality and student engagement through the use of digital tools, which facilitated audio-visual aids. Enhanced efficeny in teaching has been reported by the teachers. Learners confirmed their increased conceptual understanding, problem-solving skills, communication, and collaboration. However, not all the students could benefit because of their limited exposure to technology and low socio-economic background. These findings emphasize the dire need of such education policies which support the integration of digital tools to better prepare the students for future.
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