Exploring the affordances of technology integration for grade 8 English language teachers in private schools

Date of Award


Document Type


Degree Name

Master of Philosophy in Education

First Supervisor/Advisor

Dr Tasneem Anwar


Institute for Educational Development, Karachi


The use of technology in teaching and learning has increased especially after the outburst of COVID- 19 pandemic. Keeping in view this trend, this dissertation study explored the technology integration practices for Grade 8 English language teachers in private schools in Gilgit and Karachi, Pakistan. A qualitative case study method has been used to conduct this dissertation study by using purposive sampling. The study participants included two English language teachers. Semi-structured interviews, classroom observations, artifacts and exemplary lesson plans were used as data collection tools. This case study used the substitution, augmentation, modification and redefinition (SAMR) model developed by Puentedura (2014) as a lens to view the level of participant teachers’ technology integration. The findings showed that technology has been in practice in both schools to enhance student’s learning, but technology has not been used to transform the learning of the students. Moreover, technology has been practiced only by teachers in the classroom teaching and students do not interact with technology while learning in the classroom. Though, the teaching method used to teach the English language in Grade 8 depicts the innovative way of teaching language which is student-centered but the technology integration is employed in a traditional way to replace the non-digital tools. Technology was being practiced at the substitution level according to the SAMR model, however, technology integration to transform learning was missing. The results also highlighted the prominent barriers in practicing technology which includes interrupted internet due to load shedding, lack of technological resources, and lack of understanding of teachers to practice technology to transform learning, among others. This study offers pragmatic implications for the key stakeholders which are transformative ways of using technology among teachers and teacher educators. The school administration must address the challenges faced by teachers in the integration of technology in teaching and learning timely to ensure technology-based transformative teaching learning.

This document is available in the relevant AKU library