Seybold Report ISSN: 1533-9211
Nuzha Mohamed Taha, Dr. Siti Farhah Abdul Aziz, Sofia Elias, Nur Amira Zul Akmal4
1,2,3,4 Faculty of Education and Humanities, UNITAR International University, Malaysia
nuzha@unitar.my
Vol 17, No 10 ( 2022 ) | DOI: 10.5281/zenodo.7157223 | Licensing: CC 4.0 | Pg no:1513-1533 | Published on: 07-10-2022
Abstract
Technological integration in the classroom has become an important measure for online learning delivery that meets the 21st-century environment. Learning using technology has provided students with different experiences, definitions, and conceptualism. Technology continues to grow to facilitate learning for the students. Thus, this study explored students' views on their engagement while using technology in the classroom. This study employs a qualitative research approach using a case study method to get the data. Interviews were conducted with 17 participants from different levels of study. The participants have been selected by the educators with certain criteria including having experience using technology in the classroom and the ability to express their opinion. They consist of four (4) participants from Foundation Program, seven (7) participants from Bachelor’s Degree Program, and the other three (3) from the Master's Degree Program. Semi-structured interview sessions and focus group discussions have been conducted with all participants. The data were then analyzed by transcribing the verbally recorded sources into writing materials, reading the transcribed data to find similar themes, categorizing the themes, arranging the scripts according to specific themes, and selecting the suitable scripts to support the research findings. Findings show that different components of engagements have come into several themes: behaviour, feelings, and cognitive components. Under the behaviour component, participants reported increasing participation, tasks done mostly with a paperless approach and experiencing acts of struggle with using the technology. Participants also reported having less boredom, feeling awkward and still needing the traditional teaching and learning methods. Besides, with technology, participants also experience increasing motivation, persistence in instilling integrity and discipline and feeling easier to understand any learning process. The findings are anticipated to give educators a meaningful significance in diversifying their pedagogical approaches as well as technology selections in teaching and learning.
Keywords:
Technology, Classroom, 21st-century learning, pedagogy