Disruptions in Maltese formal education caused by technology

Abstract

Purpose : This study aims to investigate as to be able to provide an indication of how local Primary and Secondary schools use technology to assist the delivery of knowledge and to assess the direction in which implementation of technology in schooling is headed. A need was felt to explore deeper into this subject as no formal studies have been made locally to assess this topic. Design : The research adopted was a quantitative one which makes use of semi-structured, open-ended questions. This allows participants to express themselves more freely, resulting in a more seamless discussion uncovering the underlying themes. Sixteen participants were interviewed from different teaching environments and varying years of teaching experience. These interviews provided a better grasp at how technology is being implemented, obstacles being faced and attitudes towards technology. Findings : Today, technology has become an essential part of the Maltese formal education even if there is still room for improvement for which the study suggests a way forward. The inclusion of technology in the present local classrooms has made teaching more interactive thus leading to a more interested student. Visualisation and contextualization brought around by technological teaching aids have improved the standard of teaching. Technology has disrupted local formal education and the disruptions will remain ongoing for the foreseeable future. This study also found issues that relate to the obstruction of technology adoption in classrooms. Value : This study presents a starting point for other researchers looking to explore this subject in a deeper manner. It creates value in a way that formal schooling facilities and teachers can consult this research and better understand how the adoption of technology would help them in delivering syllabi to the students.