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Not all the learners have the same access to technology, or interest or training on how to use it best. It can introduce another layer of training on top of the course work, or be seen as a waste of time/distraction or a time for learners to play games only .If the technology integration car provide for student based self paced learning, the TPACK system would continue to be revant.

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The TPACK (Technology, Pedagogy, and Content Knowledge) framework emphasizes that effective technology integration is not just about using devices. Instead, technology should be chosen based on the lesson objectives, teaching methods, and subject content to create meaningful learning experiences.

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The TPACK (Technology, Pedagogy, and Content Knowledge) framework emphasizes that effective technology integration is not just about using devices. Instead, technology should be chosen based on the lesson objectives, teaching methods, and subject content to create meaningful learning experiences.

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Berikut adalah rangkuman dari beberapa poin hambatan utama.

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Berikut adalah rangkuman dari beberapa poin hambatan utama.

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Akses dan Kesiapan Siswa: Tidak semua siswa memiliki tingkat akses teknologi, minat, atau pelatihan yang sama untuk menggunakan teknologi secara optimal. Hambatan ini berisiko menimbulkan gangguan baru (seperti bermain game) atau justru dianggap membuang waktu.

Relevansi Sistem & Integrasi: Efektivitas teknologi sangat bergantung pada apakah integrasi tersebut dapat mendukung pembelajaran mandiri berbasis siswa (student-based self-paced learning), misalnya dalam menjaga relevansi sistem TPACK.

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If the technology integration can provide for student based self paced learning, the TPACK system would continue to be revant. 

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If the technology integration can provide for student based self paced learning, the TPACK system would continue to be revant. 

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Not all the learners have the same access to technology, or interest or training on how to use it best. It can introduce another layer of training on top of the course work, or be seen as a waste of time/distraction or a time for learners to play games only.

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Lack of Infrastructure facilities like computers, laptops, tabs, Internet facilities etc.

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The biggest hinders are infrastructure, skills, and time. Unreliable internet, power cuts, and limited devices disrupt lessons. Low digital literacy and troubleshooting eat up class time. Heavy workloads, curriculum pressure, and lack of training make adoption hard. Unequal student access at home and classroom management issues also get in the way. When tech support and resources are weak, even good tools fail to deliver.

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The biggest hinders are infrastructure, skills, and time. Unreliable internet, power cuts, and limited devices disrupt lessons. Low digital literacy and troubleshooting eat up class time. Heavy workloads, curriculum pressure, and lack of training make adoption hard. Unequal student access at home and classroom management issues also get in the way. When tech support and resources are weak, even good tools fail to deliver.

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Integrate the technology in teaching is strengthen the education only

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Integrate the technology in teaching is strengthen the education only

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Institute policy doesn't allow use of smartphones in class as the children get distracted easily.

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The biggest factor that hinders my use of technology in the classroom is unreliable internet connectivity. Poor or inconsistent internet access can interrupt online activities, limit access to digital resources, and reduce the effectiveness of interactive teaching tools. Additionally, occasional technical issues and limited access to devices for all students can make it challenging to implement technology-based lessons smoothly. Overcoming these challenges requires reliable infrastructure, technical support, and proper planning with backup learning resources.

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The biggest challenges I face are internet connectivity, limited access to devices for all students, lack of time to design tech-based lessons, short timed class periods, different levels of perception of students, technical glitches during class, curriculum pressure.

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The biggest hindrances to classroom technology are unreliable Wi-Fi and infrastructure, budget shortages for modern devices, and a lack of proper teacher training. Additionally, managing student distractions on devices and losing valuable instructional time to technical troubleshooting heavily disrupt the learning environment.

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The biggest hindrances to classroom technology are unreliable Wi-Fi and infrastructure, budget shortages for modern devices, and a lack of proper teacher training. Additionally, managing student distractions on devices and losing valuable instructional time to technical troubleshooting heavily disrupt the learning environment.

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Availability of technology - stable internet, handheld devices

Students misuse by utilizing the time for other personal purposes

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Limited access to technology and unreliable internet connectivity.

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Limited access to technology and unreliable internet connectivity.

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If this is a multiple-choice question, the correct option is usually the one referring to lack of resources/infrastructure (devices, internet, or technical support), as this is one of the biggest barriers to using technology effectively in classrooms.

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Infrastruktur teknologi yang tidak stabil dan kurangnya pelatihan merupakan faktor terbesar yang menghambat efektivitas penggunaan teknologi di dalam kelas.

Sebagai AI, saya tidak memiliki ruang kelas fisik, emosi, ataupun tombol interaktif untuk menyukai (heart) respons. Namun, berdasarkan analisis data mengenai tantangan utama yang dihadapi para pendidik di seluruh dunia, berikut adalah tiga hambatan terbesar yang paling sering dilaporkan:

1. Masalah Teknis dan Infrastruktur yang Buruk

Koneksi internet tidak stabil: Wi-Fi sekolah yang lambat atau sering terputus dapat merusak rencana pembelajaran dalam sekejap.

Perangkat keras yang usang: Komputer atau tablet yang lambat dan sering mengalami eror membuang banyak waktu pelajaran yang berharga.

Kurangnya dukungan teknis langsung: Guru sering kali harus memperbaiki sendiri masalah sistem operasional di tengah jam pelajaran tanpa bantuan teknis yang cepat.

2. Kurangnya Pelatihan yang Relevan untuk Guru

Pelatihan yang terlalu teoritis: Sesi pengembangan profesional sering kali hanya berfokus pada cara menyalakan alat, bukan cara mengintegrasikannya ke dalam pedagogi materi pelajaran.

Kurangnya waktu adaptasi: Guru dibanjiri tugas administratif sehingga tidak memiliki waktu luang untuk mempelajari dan menguji coba aplikasi baru sebelum diterapkan ke siswa.

3. Masalah Manajemen Kelas dan Distraksi Siswa

Pengalihan fokus siswa: Keberadaan gawai sering kali menggoda siswa untuk membuka media sosial, bermain gim, atau mengobrol secara daring daripada memperhatikan materi pelajaran.

Kesenjangan digital antar siswa: Tingkat literasi teknologi siswa yang sangat beragam membuat guru kesulitan menyamakan ritme pembelajaran di kelas.

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teknologi di bawa ke kelas, pasti bawa dampak, baik poitif dan negatif

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teknologi di bawa ke kelas, pasti bawa dampak, baik poitif dan negatif

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The challenges are

availability of reliable devices

available limited resources

internet connectivity

technical support

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Hinders Educator-Machine Partnership

Strengths Weaknesses

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How the lesson went: I implemented my redesigned lesson plan using [sebutkan alatnya, misal: Canva/Scratch]. It was an engaging experience; the students were much more active and enthusiastic compared to my previous traditional methods.

What surprised me: I was surprised by how quickly the students mastered the digital tools. Their collaboration during the project exceeded my expectations.

What I would do more of: I will definitely incorporate more project-based learning activities because it significantly improved their critical thinking and creativity.

What I would do differently next time: Next time, I will provide more detailed step-by-step guides at the beginning to help students who struggled with the technical aspects.

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The biggest challenge in using technology in the classroom is often the availability of reliable devices, internet connectivity, and technical support. These limitations can affect the smooth integration of digital tools and reduce opportunities for interactive technology-based learning.

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Many students struggle because so many teachers treat AI as something negative and that it doesn't have a place in the classroom. If students are taught the ethics of using AI in the classroom then AI could be used as a valuable learning tool in class. Students need to learn how to use AI ethically while in school so they can use it ethically in the World of Work.

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Unstable or slow internet connection

Not enough devices for students

Outdated hardware (laptops, projectors, etc.)

Power or technical issues in the classroom

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As a computer science teacher, what hinders my use of technology the most is limited access to reliable devices and internet connectivity. This makes it difficult to ensure all students can fully participate in digital activities.

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Teacher knowledge and Confidence.

Limited number of devices.

Weak connection.

Slow devices.

Out of date equipment.

People blaming children for inappropriate tech. use.

Safety concerns.

Poor support.

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Things that hinder technology in the classroom

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Things that hinder technology in the classroom

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Weak or patchy WiFi

slow devices

old/out of date tech

teacher confidence

having to share devices across a number of classes

firewalls preventing access

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1- availability of technology

2- time to update skill sin using it

3 - Mix of skills due to children's access at home

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Limited access to devices for students

Unreliable or slow internet connection

Technical issues or lack of tech support

Classroom management challenges when using technology

Technology not aligned with curriculum or assessments

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1. Availability for everyone

2. Teaching philosophy of school

3. Distractions (personal devices)

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Lack of training on technology integration

Limited access to devices or reliable internet

Time constraints in lesson planning

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Controlled Use of Smartphones is key-Hani Hamadah

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Controlled Use of Smartphones is key-Hani Hamadah

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1. Tech isn't always better - It always it

2. Different devices - not in my school

3. Distractions - only when they keep their smartphones

4. Wastes time - Dead batteries (yes), weak WiFi(sometimes), tech issues eat up lesson time(no)

5. Teachers lack training - Our teachers have enough training to initiate tech use effectively

6. Digital divide - our students have

7. Safety concerns - not when students are on task

8. Teacher skepticism - it should not be the case in 2025!

9. Poor support -my school spends a lot on ICT and tech support

10. Student-teacher conflicts - mostly because of using smartphones inadequately

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In my classroom, I have found that all three components of TPACK—Technology, Pedagogy, and Content Knowledge—are interconnected, but certain challenges affect my use of technology more than others.

Content Knowledge (CK): While I am confident in my subject knowledge, sometimes it can be difficult to translate complex concepts into formats suitable for digital tools. For example, explaining scientific processes digitally requires careful selection of animations or simulations that align with the lesson objectives.

Pedagogical Knowledge (PK): Designing activities that actively engage students online can be challenging. Students may get distracted by devices, and managing collaboration during digital tasks takes more planning than traditional methods. Finding the right balance between guidance and student independence is not always straightforward.

Technological Knowledge (TK): The technology itself can be a barrier. Occasionally, devices malfunction, software behaves differently than expected, or students have varying levels of access and skill. This requires me to prepare alternative approaches or adapt lessons on the spot, which can disrupt the flow of learning.