Published Paper Details:

This study examines the perceptions of secondary school teachers towards the application of computers in the teaching-learning process. The objectives were to classify teachers' perceptions, analyze these perceptions in specific areas (Impact of IT, Usefulness for Students, Productivity for Teaching, Teacher's Interest and Acceptance, and Support and Resources for Implementation), and investigate the influence of variables such as gender, locality, and teaching experience on these perceptions. A random sample of 100 secondary school teachers from West Godavari District was selected, and data were collected using a self-constructed questionnaire with 40 items across five components. The findings revealed that 21% of teachers have high perceptions, 55% have average perceptions, and 24% have low perceptions regarding the use of computers in the teaching-learning process. The availability of support and resources was perceived as the most significant factor, followed by the usefulness for students, the impact of IT, teachers' interest and acceptance, and productivity for teaching. Significant differences were observed in perceptions based on gender, with male teachers showing more positive attitudes compared to female teachers. Urban teachers exhibited more favorable perceptions than rural teachers. Additionally, teachers with more than 20 years of experience had significantly higher perceptions compared to those with less experience, although no significant difference was found between teachers with below 10 years and those with 11 to 20 years of experience. This study highlights the need for targeted support and professional development to bridge the gaps in perceptions and enhance the integration of computers in education, with a particular focus on gender, locality, and experience-based disparities.