Tapping into Teachers’ Voices and Technology with the Lens of Wellbeing

Purpose: This phenomenological study aimed to investigate the positive and negative impacts of technology on teachers' physical and social aspects of well-being. Method: ology: The study was conducted with 12 teachers (seven females and five males) teaching in different high schools in Tabriz, Iran. Six had a BA, and six had a master's degree with at least five years of teaching experience. Semi-structured interviews and a narrative frame were used to gather data. MAXQDA version 2022 was used to analyze the collected data. Findings: The results revealed that implementing digital tools had positive and negative impacts on teachers' physical and social well-being. Positive effects on physical well-being were saving time and energy, brain activation, better life quality, and less holiday working, but exhaustion, increased health risk, sleep disturbance, vision problems, gaining weight, reduced physical activity, and reduced productivity were the negative ones. Besides, teachers experienced positive social well-being, enabling communication among people across the globe, easier access and transfer of information and knowledge, and making more effective relationships and communication. Negative social well-being included adverse effects on child-family relationships, less interaction with colleagues, less time with family and friends, and reduced face-to-face interaction. Practical Implication: Some pedagogical implications were presented.