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\nSchool teachers’ perceived knowledge and affordances for using technology in teaching  \nArystanbek Maulet 1  \n 0009-0000-9145-9455  \nWilfried Admiraal 2  \n 0000-0002-1627-3420  \nNursulu Algozhaeva 1  \n 0000-0002-3029-6696  \nNuri Balta 3*  \n 0000-0002-6364-5346  \n1 Al-Farabi Kazakh National University, Almaty, KAZAKHSTAN  \n2 Oslo Metropolitan University, Oslo, NORWAY  \n3 SDU University, Almaty, KAZAKHSTAN  \n* Corresponding author: [baltanuri@gmail.com](baltanuri@gmail.com)  \nCitation: Maulet, A., Admiraal, W., Algozhaeva, N., & Balta, N. (2024). School teachers’ perceived knowledge and affordances for using technology in teaching. Contemporary Educational Technology, 16(3), ep515 .  \n[https://doi.org/10.30935/cedtech/14713](https://doi.org/10.30935/cedtech/14713)  \nARTICLE INFO ABSTRACT  \n\n| Received: 26 Feb 2024\u003Cbr>Accepted: 27 Apr 2024 | Teachers’ knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher’s knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed.\u003Cbr>Keywords: teaching with technology, affordances, knowledge, teachers, secondary education |\n| --- | --- |\n| INTRODUCTION |  |\n\nTeachers’ knowledge and beliefs about technology-enhanced teaching and learning are conditional on how teachers use technology in teaching and school (Lucas et al., 2021; Quast et al., 2023) . In teacher education programs, technology receives little attention, neither how it can be used in secondary education nor as support of pedagogy in teacher education itself (Ata et al., 2021; Barbour & Hodges, 2024; Hathaway et al., 2023) . This is also the case in Kazakhstan (Orakova et al., 2024; Shumeiko et al., 2024), which is the context of the current study. This means that most learning how to teach with technology in secondary education is done during school practice, after student teachers have graduated and entered the profession. Continuous professional development (CPD) programs can support the development of in-service teachers’competencies to use technology to support the learning of their students (Elsayary, 2023; Koh et al., 2017) . Moreover, support from the leadership and technical support are also affordances in school that positively affect teachers’ integration of technology in teaching (Ertmer et al., 2012; Mirzajani et al., 2016) . Finally, positive attitudes or beliefs about using technology in teaching can also be seen as an affordance of technology integration in class (Balta et al., 2023; Beardsley et al., 2021; Sergeeva et al., 2024) . Yet insights are  \nTable 1. Overview of competence areas & competences in DigCompEdu framework  \n\n| Competence areas | Competences |\n| --- | --- |\n| Professional engagement: Using digital technologies for communication, collaboration, & professional development | Organizational communication Professional collaboration Reflective practice\u003Cbr>Digital continuous professional development |\n| Digital resources: Sourcing, creating, & sharing digital resources | Selecting\u003Cbr>Creating & modifying Managing, protecting, & sharing |\n| Teaching and learning: Managing & orchestrating use of digital technologies in teaching","cbCaijADCLTFfgLi","https://ap.wps.com/l/cbCaijADCLTFfgLi","pdf",309564,12,"English","# Introduction\n# Literature Review\n## Teachers’ Digital Competences\n## DigCompEdu Framework","[{\"question\":\"What was the study’s main aim?\",\"answer\":\"To examine in-service teachers’ knowledge and beliefs about technology use and how these relate to perceived affordances for technology integration.\"},{\"question\":\"How were the data collected?\",\"answer\":\"Through two questionnaires administered in 21 high schools in Kazakhstan.\"},{\"question\":\"What did the analyses show about teachers’ knowledge and affordances?\",\"answer\":\"Teachers showed relatively high levels across knowledge types, while perceived affordances varied widely, with lower scores for leadership support and available time to design and plan integration.\"}]","School teachers’ perceived knowledge and affordances for using technology in teaching | PDF",1792090588]