The integration of technology into the science classroom: A case study of two senior high schools at Surabaya, Indonesia

The primary concern of this study was to examine if there are significant difference in teachers' perceptions and students' attitudes toward technology integrated into the science classroom based on their school group and grade level. In addition, this study also examined students' opinions toward technology as a tool of learning in the science classroom and to what extent students' attitudes toward technology and their perceptions of the classroom environment influence their intention to pursue technology. Four research questions were established to guide the data collection: (1) Is there any significant difference in teachers' perceptions toward technology based on their school group and grade level? (2) Is there any significant difference in students' attitudes toward technology based on their school group and grade level? (3) What are students' opinions about technology as a tool of learning in the science classroom and to what extent their attitudes toward technology and their perceptions of the classroom environment influence their intention to pursue technology? (4) What are the factors that affect technology integration into the science classroom?;This study detected that most of the teachers from the traditional school have less intention in using technology than the modern school. In addition, traditional school students also view the method of using technology as interesting and fun. While most tenth-grade, eleventh-grade and twelfth-grade students planned to select technology as a tool to support their field in the university, this study found that students made this decision because they like and enjoy learning technology. Ironically, a majority of traditional school students in the twelfth-grade who are taking science as their major did not have any intentions at all to pursue technology majors in the university. Furthermore, the study also found that students, regardless of their school group and grade level differences, expected a more positive classroom environment climate during learning using technology. As composed to statistically significant differences between the modern school and traditional school that students' perceptions of their classroom environment climate during learning using technology has been found in which modern school students experience a more positive classroom climate than traditional school students.