Thesis
Exploring the impact of technology integration on teaching and learning in primary schools in Scotland
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2025
- Thesis identifier
- T17330
- Person Identifier (Local)
- 201973805
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- This research explores the role of technology integration on teaching and learning in Scottish primary schools, addressing a critical gap in understanding technology's role in education by analysing perspectives of key stakeholders: parents/ carers, teachers, teaching assistants, and headteachers. Digital technology can support individual learning and engagement, but problems including the digital gap, socioeconomics, resource, and devices allocation still exist. This study examines how stakeholder attitudes, access, and pedagogical practices influence technology integration in primary classroom settings and home settings using a mixed-methods sequential explanatory approach. A systematic review to assess the role of technology on learning outcomes is followed by quantitative surveys of parents/carers, teachers and teaching assistants and headteachers, to assess current practices, attitudes, and barriers; and subsequent qualitative, semi-structured interviews to provide deeper insights into barriers and enablers to effective technology integration. The online quantitative questionnaire was administered to 213 participants (157 parents/carers, 47 teachers and assistants, and 8 headteachers), and follow-up interviews were held with 14 stakeholders (including 5 parents/carers, 6 teachers and assistants, and 3 headteachers), ensuring a comprehensive representation of the key stakeholders in the primary education system. Key findings indicate that technology has transformative potential, but barriers include training, devices, and resource availability inequalities. Teachers and parents voiced favourable opinions about technology while pointing out disadvantages, including a lack of specialist digital tools, poor training, and internet safety. Analysis drawing on numerous theoretical models (including the ecosystem, cognitive theory of multimedia learning, social cognitive, technological pedagogical content knowledge, and the technology acceptance models) emphasises the interaction between individual, institutional, and systemic factors in shaping technology integration in primary schools. This research contributes by advancing the understanding of the complex dynamics between demographic, efficiency, attitude, barriers, and challenges that influence technology integration in education. Implementation recommendations are made for policymakers, educators, and designers to promote digital literacy, bridge the digital divide, and improve resource allocation, to promote fair, effective, and sustainable use of technology in primary education, ensuring better learning outcomes to prepare students for a digitally connected future.
- Advisor / supervisor
- Dunlop, Mark
- Halvey, Martin
- Resource Type
- DOI
Relations
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PDF of thesis T17330 | 2025-05-19 | Public | Download |