The Impact of Technology on Understanding Science Concepts among Junior High School Teachers and Learners
Abstract:
This qualitative study examines teachers’ and learners’ perceptions of technology integration in science instruction, along with the challenges encountered during its implementation. Based on in-depth interviews with science teachers and focus group discussions with junior high school learners from Grades VII to X, the findings suggest that technology-enhanced instruction promotes conceptual understanding, increases student engagement, and supports inquiry-based learning. Teachers noted improved learner motivation, greater access to instructional resources, and enhanced confidence in teaching complex topics. However, challenges such as limited internet connectivity, inadequate infrastructure, varying levels of digital literacy, and dependence on students’ personal devices were also identified. These barriers highlight persistent inequities that hinder the consistent and effective use of educational technology. The study underscores the need for sustained professional development, infrastructure investment, and curriculum integration to institutionalize technology-supported science education in basic education.
Keywords: digital learning, instructional technology, science education, student engagement
Indexing
