ICT INTEGRATION IN PRIMARY SCHOOL CLASSROOMS DURING THE PANDEMIC: A PIAGETIAN PERSPECTIVE
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This study explores the integration of Information and Communication Technology (ICT) in primary school classrooms during the COVID-19 pandemic through the lens of Piaget’s cognitive development theory. The research investigates how digital tools align with the developmental stages of primary school children and their effectiveness in supporting learning objectives. Using qualitative data from teacher interviews and classroom observations, the study examines the adaptability of ICT resources to meet the cognitive needs of learners in the concrete operational stage. Findings reveal that interactive digital platforms, gamified learning applications, and virtual manipulatives enhance engagement and conceptual understanding when used appropriately. However, challenges such as limited access to technology and the need for teacher training in digital pedagogy were also highlighted. The study underscores the importance of developmentally appropriate ICT integration and offers practical recommendations for leveraging technology to promote meaningful learning in primary education.
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