Designing instructional plans for secondary education in non-native language settings requires educators to integrate 21st Century Learning Design (21CLD) with existing pedagogical frameworks. This study explores the challenges eighty-two local teachers faced during technological integration at one of the secondary schools in Brunei. These teachers taught different subjects in the remote area of Brunei-Muara district with a school population of five hundred and seventy-two students. Using an explanatory sequential design, quantitative data was initially collected and then supplemented with qualitative insights from ten randomly selected teachers to corroborate the quantitative analysis. Descriptive methods outlined teachers' Technological Pedagogical Content Knowledge (TPACK) through surveys, while interviews delved into teachers’ technological integration experiences. SPSS analysis assessed TPACK proficiency differences, while Pearson’s correlation examined the relationship between educational technology adequacy and TPACK. Qualitative thematic analysis of interview transcripts complemented survey findings. Results emphasize the necessity for improved strategies to support TPACK implementation and urge stakeholders to consider this research when budgeting for Educational Technology tools, ultimately enhancing the teaching-learning process.

Authors:
Yvonne Chin Chen Yong, SM Pg Isteri Hajjah Mariam, Serasa; Ministry of Education, Brunei Darussalam, Brunei

About the Presenter(s)
An education specialist in educational technology, and a secondary Biology and Combined Science teacher, focuses on tech-enhanced learning and mixed methods in education, reflecting her commitment to advancing teaching and learning practices.

Connect on Linkedin
https://www.linkedin.com/in/dr-yvonne-yong-b50a6120b/

Connect on ResearchGate
https://www.researchgate.net/profile/Yvonne-Yong-3

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