ISSN: 2226-6348
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This study investigates the perspective of teachers and challenges they encounter while using technology into secondary school science instruction. Six science teachers from Putrajaya-area schools participated in interviews as part of the study which used qualitative approaches to learn more about their perspectives, experiences, and level of technology integration in the classroom. According to research, teachers are aware of how technology may improve science education by providing dynamic and captivating resources like instructional games, virtual labs, and simulations. These resources make it possible to visualize abstract scientific ideas, which improves student comprehension and engagement. Important challenges are noted in the study, such as a lack of resources, technological challenges, insufficient training, and differences in students' and teachers' degrees of digital literacy. These difficulties frequently cause disruptions to lessons and restrict the efficient use of technology in the classroom. Teachers underlined the need of infrastructure upgrades to enable smooth technology integration as well as the necessity of focused professional development to increase their digital competencies. The study highlights how technology can be both a strong facilitator and a cause of challenges for science teaching. It concludes with suggestions for providing skills and lack of resources, promoting broad access to technology, and putting in place strong support networks. A more engaging, inclusive, and productive teaching-learning environment can be achieved by resolving these problems and optimizing the use of technology in science education.
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