EXPLORING THE IMPACT OF TEACHER FEEDBACK ON STUDENTS’ MOTIVATION TO ADOPT ADVANCED TECHNOLOGY

Abstract

The rapid-fire integration of advanced technologies into educational surroundings has led to adding interest in the factors that impact scholars’ provocation to borrow these tools. This study examines the impact of schoolteacher feedback on scholars’ amenability and provocation to use advanced technological coffers in their literacy. A mixed- styles approach was used, combining quantitative checks and qualitative interviews with secondary academy scholars and preceptors from a variety of educational settings. Results show that formative, timely, and substantiated feedback from preceptors significantly increases scholars' confidence and amenability to integrate technology into their literacy. In discrepancy, feedback that's exorbitantly critical or lacks particularity was shown to dwindle provocation and hamper technology relinquishment. The exploration identifies essential characteristics of feedback — similar as clarity, stimulant, and applicability — that contribute to positive pupil stations toward technology use. The study concludes with recommendations for schoolteacher training aimed at furnishing effective feedback that fosters probative and adaptive literacy surroundings that eventually ameliorate digital knowledge and pupil achievement.