Beyond the Blackboard: Portraying the Image of the Tech-Savvy Teacher

Abstract

The Tech-Savvy (TS) are teachers mastering Technology Enhance (TE) teaching. Empowered educators create personalized, interactive learning environments, enhancing student engagement, collaboration, and critical thinking. Assessing teachers as TS yields nuanced responses beyond a yes or no. This study aimed to define who is a TS teacher. Twenty-two science teachers in Israeli middle schools shared their perceptions in online focus group discussions aimed at defining who TS teacher is. Data-driven content analysis was performed to identify themes and map perceptions of TS teachers. There are three findings: The first finding is TS teachers are perceived as possessing a range of skills and qualities that set them apart. Their proficiency in TE teaching, adaptability, curiosity, innovation, and commitment to continuous learning enables them to create dynamic and engaging learning experiences. The second finding is that teachers assess their TE proficiency self-perceptions compared to their colleagues and their ability to use Digital Technology (DT) in the classroom effectively. The third finding is that innovation and DT are not always intertwined. There are other ways for teachers to be innovative. Some teachers may feel intimidated by TS colleagues' perceived superior and skill, therefore, shy away from integrating DT into their teaching strategies. However, some educators recognize they possess other essential skills and actively seek to incorporate TE methods alongside other effective teaching strategies. Due to the nature of qualitative research, extrapolating the conclusions to other cases should be done cautiously.