Technology integration in education: Effectiveness, pedagogical use and competence

A cross-sectional study on teachers’ and students’ perceptions in Muscat, Oman

  • Evdokia Pittas University of Nicosia, Cyprus
  • Adenike Adeyemi University of South Wales, Wales
Keywords: Technology integration, educational technology, primary and secondary school, students, teachers, TPCK, TPACK


This cross-sectional study examined primary and secondary teachers’ and students’ views regarding technology integration into teaching and learning in Muscat, Oman. The target group consisted of teachers (N=44) and students (N=219) from two bilingual and two international schools in Oman. Results showed that the majority of students use technology to do projects and research. Both teachers and students enjoy the use of technology in teaching and learning, they feel competent in using it and they similarly evaluate the effectiveness of available technologies. Although the majority of teachers agreed that teaching has become easier and faster with technology, only a small percentage integrates technology into teaching. Factors hindering technology integration concern curriculum design, network issues, time constraint and other. In theory, the study contributes to our understanding of the reasons why teachers’ and students’ find it challenging to use technological innovations in school. Methodologically, this study provides the basis for examining Technological Pedagogical Knowledge in certain socio-geographical contexts. In practice, the study provides educational authorities with suggestions on how technology can be used to support, enhance and extend the curriculum.

Cover image for Pittas & Adeyemi
How to Cite
Pittas, E., & Adeyemi, A. (2019). Technology integration in education: Effectiveness, pedagogical use and competence. LUMAT: International Journal on Math, Science and Technology Education, 7(1), 101–123.
General Issue: Research Articles