Investigating Teachers’ Perceptions and Needs in Whole-School Level Technology Integration

This article evaluates the effect of a policy-level intervention aimed at integrating Chromebooks into a primary school in Estonia. This study focuses on how this initiative affected teachers' motivation and teaching methods towards more technology-enhanced approaches. Findings indicate that Chromebooks were more frequently used for passive learning, suggesting challenges in adopting more complex, engaging teaching methods due to resource-intensive preparation. Regarding the motivational factors affecting teaching practices, we highlight the importance of teachers’ beliefs in their success and the value of technology in promoting innovative teaching strategies. Besides suggesting a more holistic approach to technology integration to ensure successful adoption, we also suggest the exploration of additional organisational variables that may be relevant in supporting technology integration in whole-school initiatives.