School teachers’ perceived knowledge and affordances for using technology in teaching
Maulet A. Admiraal W. Algozhaeva N. Balta N.
July 2024Bastas
Contemporary Educational Technology
2024#16Issue 3
Teachers’ knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher’s knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed.
affordances , knowledge , secondary education , teachers , teaching with technology
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Al-Farabi Kazakh National University, Almaty, Kazakhstan
Oslo Metropolitan University, Oslo, Norway
SDU University, Almaty, Kazakhstan
Al-Farabi Kazakh National University
Oslo Metropolitan University
SDU University
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