Technology integration is a prevalent and evolving aspect of modern education. The present study seeks to understand the viewpoints of eight upper secondary school English teachers in Sweden regarding technology integration in the subject of English.

Two research questions guided the present study: 1) What are the main prevailing attitudes and beliefs among English teachers in Swedish upper secondary schools on the utilization of technology for educational purposes and 2) How has technology English teachers' didactic methods and strategies? The outcome was obtained through conducting semi-structured interviews, which were recorded and later transcribed. This process was done using qualitative content analysis. The transcribed material was then analyzed to interpret the data.

The findings reveal that teachers of English perceive technology as a vital tool in education, creating lesson plans and communication with students. Challenges such as technical glitches and concerns about cheating were acknowledged, but teachers also recognized the benefits of technology in assessment practices and supporting diverse learner needs. Strategies recommended by teachers to amplify technology integration included balanced usage and teaching critical thinking skills. The present study concludes that future research could expand on its findings by incorporating the perspectives of students, thereby providing a more comprehensive understanding.