CHALLENGES AND DIFFICULTIES IN THE UTILIZATION OF TECHNOLOGICAL TOOLS BY HIGH SCHOOL TEACHERS: A CASE STUDY IN NORTHERN PROVINCES

Abstract

In the context of the 21st century, the integration of technology into the field of education has become an imperative trend for educators. Particularly, with the proliferation of technological tools, the accessibility and utilization of these tools in teaching have progressively gained traction. This article is grounded in the methodology of document analysis, expert opinions, and mathematical statistical techniques to assess the utilization of technological tools in teaching by instructors operating within the northern mountainous provinces of Vietnam. The study seeks to address two research inquiries: (1) What is the current extent of teachers' utilization of technological tools in the teaching process? and (2) What factors influence the incorporation of technological tools in teaching among educators? A survey comprising 22 questions, designed on a 5-point Likert scale, was disseminated to teachers. The findings from 136 respondents reveal that they currently employ technological tools to a moderate degree (with average scores ranging from 3.10 to 4.06). Teachers acknowledge the presence of difficulties and challenges associated with technology integration (with average scores ranging from 3.29 to 3.51). Nonetheless, it is worth noting that younger teachers exhibit a higher frequency of utilizing technological tools and encounter fewer obstacles in their application. This study contributes not only to the educational domain but also proposes novel avenues for the training and professional development of educators in the era of digitization.