CHALLENGES IN MOTIVATING LANGUAGE TEACHERS TO INTEGRATE TECHNOLOGY INTO CLASSROOM PRACTICES FOR PROFESSIONAL DEVELOPMENT

Abstract

The study aimed to analyse the challenges of motivating teachers to integrate technology into their classroom practices for professional development, and to examine whether such integration motivates or creates problems in classroom practice. The research is based on a descriptive survey. The population comprised teachers working as teaching assistants, lecturers, assistant professors, associate professors, and professors from 8 different public universities in Sind, Pakistan. The collected data was analysed through SPSS. The results show that 84% of respondents believed that a lack of awareness of educational technologies creates problems in motivating teachers to integrate technology into their classroom practices to support their professional development. However, the majority of teachers responded that the integration of technology has a significant role in professional development.