The Tone of Teachers' Melody and Wellbeing in Digital Space

Fatemeh Mirzapour, Mehmet Şengül, Samantha Curle

Research output: Contribution to journalArticlepeer-review

Abstract

Educational technology has become an essential component of improving education. To effectively integrate technology into their teaching practices, educators must acquire the necessary skills, which can, in turn, be a source of stress. This phenomenological study aimed to investigate the positive and negative impacts of technology on teachers' physical and social well-being. The study was conducted with 12 high school teachers (seven females and five males) in Tabriz, Iran. Six participants held a BA, while the remaining six had a master's degree, each with at least five years of teaching experience. Data were collected through semi-structured interviews and a narrative frame and were analysed using MAXQDA 2022. Findings indicated that the implementation of digital tools had both positive and negative effects on teachers' physical and social well-being. Positive impacts on physical well-being included time and energy savings as well as cognitive stimulation. However, negative effects included exhaustion, increased health risks, and reduced productivity. Regarding social well-being, teachers reported benefits such as enhanced global communication and easier access to and transfer of information. Conversely, negative social effects included reduced face-to-face interactions, strained family relationships, and concerns about the development of healthy technology habits among students. The study highlights the need for teachers to be well-informed about both the benefits and challenges of educational technology to foster balanced and healthy usage.
Original languageEnglish
JournalFrontiers in Education
Publication statusAcceptance date - 30 Jan 2025

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