Impact of Technology Integration on Teacher-Student Relationships in Primary Education: An Empirical investigation

• Author(s): Shaila Sheelavant
• Paper ID: 1701106
• Page: 468-475
• Published Date: 30-04-2019
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 2 Issue 10 April-2019

Abstract

The impact of technology integration on teacher-student relationships in primary education has become a critical area of research as digital tools increasingly permeate classrooms, necessitating a nuanced understanding of their effects on pedagogical interactions, emotional bonding, and instructional efficacy; therefore, this empirical study investigates these dynamics by analyzing quantitative and qualitative data collected from 350 primary school teachers and 1,200 students across urban and rural schools between January 2018 and July 2019, employing a mixed-method research design that includes structured surveys, in-depth interviews, and direct classroom observations to assess how digital technology influences interpersonal communication, engagement, and relationship-building within primary education settings, with findings indicating that 72% of teachers reported improved student engagement and learning personalization through tools such as interactive whiteboards, educational apps, AI-driven adaptive learning platforms, and real-time feedback mechanisms, while 54% expressed concerns about diminished face-to-face interactions, reduced opportunities for emotional connection, and an increased risk of student distraction due to over-reliance on digital mediums, further supported by a moderate correlation (r = 0.47, p < 0.05) between high-frequency technology use and perceived teacher-student disconnection, with urban schools displaying a greater degree of digital reliance and associated relational distancing compared to rural counterparts, yet qualitative data from student interviews highlighted a 63% increase in enthusiasm for learning when technology was used innovatively, though 41% of students admitted feeling less emotionally connected to their teachers in highly digitized classrooms, demonstrating that while technology fosters interactive learning environments, the shift towards screen-based instruction may inadvertently weaken relational depth between educators and young learners, particularly in cases where teachers lack professional training in balancing digital tools with traditional human-centered pedagogical approaches, and regression analysis further underscores that teacher perceptions of relational efficacy significantly decline (? = -0.38, p < 0.01) when digital interactions surpass 60% of total classroom communication, leading to the conclusion that while technology enhances instructional delivery and individual learning experiences, sustaining strong teacher-student relationships necessitates an equilibrium between digital innovation and direct human engagement, thereby underscoring the need for strategically designed pedagogical frameworks that incorporate blended learning models, teacher training in digital-human interaction balance, and institutional policies that promote both technological advancement and meaningful interpersonal connections to optimize the holistic development of primary school learners.

Keywords

Technology Integration, Teacher-Student Relationships, Primary Education, Digital Learning Tools, Pedagogical Interaction, Blended Learning Models

Citations

IRE Journals:
Shaila Sheelavant "Impact of Technology Integration on Teacher-Student Relationships in Primary Education: An Empirical investigation" Iconic Research And Engineering Journals Volume 2 Issue 10 2019 Page 468-475

IEEE:
Shaila Sheelavant "Impact of Technology Integration on Teacher-Student Relationships in Primary Education: An Empirical investigation" Iconic Research And Engineering Journals, 2(10)