Level of technology integration by primary teachers in Cyprus and student engagement

Abstract

The study reported examined the level of integration of Information and Communication Technologies (ICT) into whole‐class teaching, and considered the teachers’ attempts to align technology use with their pedagogical approach and lesson objectives. The purpose was to explore the link between the integration level, teacher attitudes, and subsequent engagement of the students. Three case studies were selected from a broader study that involved interviews and observations of Cypriot primary school teachers. This research suggests that the level of integration is dependent on the teacher’s perception of technology’s role in facilitating learning, and further emphasises the need for pedagogical reasoning to inform ICT use. Moreover, student engagement and hence lesson outcomes may vary according to the level of integration.