Teachers' digital competencies and technology integration in education: Insights from secondary schools in Wolaita Zone, Ethiopia
Endale Berhanu Demissie, Tafano Ouke Labiso, Mary Thuo
Abstract
Teachers' digital competencies have gained prominence in enhancing quality education in the 21st Century. This study focused on technology integration in classroom activities, where data were collected from teachers, principals, and pedagogical center coordinators from secondary schools. Findings indicated a high rating for content, pedagogical, and pedagogical-content knowledge domains. Besides, all six knowledge domains, including technology, content, pedagogy, and their interactions, had a positive and significant relationship with the Technology-Pedagogical-Content Knowledge (TPACK) application. Results revealed that teachers' in-service training, attitude towards technology, technological and content knowledge, technology-pedagogical knowledge, and technological-content domains best predict TPACK application. Barriers to technology integration can be addressed through teachers' in-service professional development opportunities to enhance their confidence and competencies with technology. Besides, access to technological tools, administrative support, and expert mentoring and coaching on technology integration could increase digital technology uptake in the classroom, improving students' performance in this region.