Technology Integration in Secondary STEM Classrooms: The Role of Teacher Demographics
DOI:
https://doi.org/10.55737/trt/v-vi.302Keywords:
Technology Integration, Secondary Schools, Mathematics and Science Teachers, Quantitative Research, Undergraduate Students, LahoreAbstract
The research aimed to investigate the role of teachers' demographics in technology integration among mathematics and science secondary teachers in Lahore. A quantitative research design within the positivist paradigm was employed. One research objective and four null hypotheses were developed. Data were collected through convenience sampling from 451 secondary mathematics and science teachers in public and private schools of Lahore using a survey questionnaire. Reliability and validity of the instrument were ensured through pilot testing and expert opinions. Data were analyzed using t-tests and ANOVA to examine how demographic factors influence technology integration. Female participants constituted 50.3% of the sample, while teachers represented Chemistry (32.6%), Computer Science (23.7%), Physics (14.4%), Biology (12.0%), Science (9.1%), and Mathematics (8.2%). The findings revealed that the influence of female teachers was stronger than that of male teachers. Teachers aged more than 30 years demonstrated better performance (M = 322.49) compared to those aged less than 30 years (M = 316.42). Differences were also observed across teaching experience categories, including less than one year, 1–5 years, and 6–10 years, indicating variation in technology application. Similarly, educators from Science, Mathematics, Physics, Computer Science, Chemistry, and Biology showed unequal levels of knowledge and competence in technology use. Based on the findings, the study recommends strengthening TPACK-based professional development, enhancing support for teachers, improving technological facilities, and providing quality technical support to promote the efficiency and sustainability of technology integration across subject areas.
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