Exploring Primary School Teachers' Attitudes Towards Technology Integration in Primary Education

In the context of our contemporary society, technology has become an omnipresent force, permeating every facet of our lives, whose indispensability in our daily routines underscores its significance. Consequently, within the realm of education, particularly among educators, there exists a compelling imperative to delve into the perspectives and convictions held by teachers regarding the incorporation of technology within primary classrooms. This paper is primarily dedicated to exploring very attitudes among primary school teachers, with a specific focus on the utilization of technology in such educational settings. Furthermore, the study aims to discern the potential impact of educators' academic backgrounds and years of pedagogical experience on their attitudes towards the integration of technology in primary education. As for the objectives of this research, which are to identify the primary teachers’ attitudes on the use of technology and to investigate the difference in the attitudes on the use of technology in teaching pupils based on years of teaching experiences as well as the educational qualification of teachers. This research employs a methodology centered around a questionnaire survey administered to 50 teachers at primary schools in Guangzhou, China with rigorous quantitative analysis. The outcomes of this study reveal a prevailing trend that the majority of primary school teachers exhibit a positive disposition towards the incorporation of technology within classrooms of primary classes. While quantitative analysis provides valuable insights into the prevalence of certain attitudes, the research may lack depth in understanding the underlying reasons for these attitudes. The implications of these findings are manifold. They extend to a diverse spectrum of stakeholders, encompassing teachers themselves, parents, school administrators, and even governmental bodies such as the Ministry of Education. As the formative years of Elementary school wield a profound influence on future trajectories and cognitive development, it is incumbent upon primary educators to comprehend the pivotal role technology assumes within the educational landscape. This comprehension is augmented by an adept grasp of how to effectively harness technology's potential in the pedagogical process. Furthermore, the research enlightens parents about technology's place within primary school education, facilitating a more harmonious equilibrium between the domains of learning and technology. This enhanced awareness equips parents with the tools to strike a judicious balance. By uncovering the intricate interplay between teachers' views, the integration of technology, and primary class education, this study contributes to a comprehensive and nuanced comprehension of contemporary educational paradigms