Technology Integration in Teaching and Learning: Exploring Prospective Teachers' Perceptions, Practices and Challenges

Abstract

The current study explores the inclusion of Information and Communication Technology (ICT) in schools in teaching and learning practices in Pakistan. Twelve prospective teachers from public schools of a district in Punjab were chosen using purposive sampling. Semi-structured interviews were used to collect data and thematically analyzed through NVivo 15. The findings revealed five major themes: teachers' perceptions towards ICT, current implementation practices, challenges and implementation barriers, professional development, and support needs, and future perspectives and recommendations. The result of the positive attitude of teachers towards technology was explored as the potential to engage students, but some of the significant barriers were limited infrastructure, inadequate technical support, and insufficient professional development. The study revealed critical gaps between teacher's desire to adopt technology and its effective institutional capacity to implement. Recommendations suggest systemic professional development, improved infrastructure, and institutional support for effectively integrating ICT into Pakistani schools. These findings enhance the understanding of the complexities of technology integration within developing educational contexts and provide insights for policy development and resource allocation.