Technology integration in EFL classrooms: A study of Qatari independent schools

被引：11
作者：
Chaaban Y. [1 ]
Ellili-Cherif M. [1 ]
机构：
[1] Department of Education, Qatar University, Al Jamia St, Al Tarfa, Doha
来源：
Education and Information Technologies | 2017年 / 22卷 / 5期
关键词：
Educational technology integration; EFL; Independent schools; Qatar; Regression analysis;
D O I：
10.1007/s10639-016-9552-3
中图分类号：
学科分类号：
摘要：
The purpose of this study was to examine the impact of teachers’ individual characteristics and perceptions of environmental factors on the extent of technology integration into EFL (English as a Foreign Language) classrooms. To this end, a national survey examining EFL teachers’ perceptions was conducted at Qatari Independent Schools. A total of 263 teachers responded to the survey, which investigated technology availability and support, teachers’ value and self-efficacy beliefs, obstacles to technology integration, and formal technology preparation. The analysis of the data included descriptive statistics and multiple linear regression analysis determining the relationship among these factors. Teachers revealed consistent perceptions about obstacles to integration, high levels of confidence in using technology, and consistent beliefs about the importance of using technology as a learning tool. The extent of technology integration was predicted by technology availability, perceived importance, and formal training. The findings can assist with the technology advancement and development efforts in reform communities, similar to the Qatari context, by indicating the areas of strength and areas where additional efforts are needed. The results will lay the foundation for policymakers, teacher educators and professional development providers about current aspects and pending issues determining technology integration, thus enabling them to make better-informed decisions. © 2016, Springer Science+Business Media New York.
引用
收藏
页码：2433 / 2454
页数：21
相关论文
共 57 条
  • [1] Abdul Razzak N., Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain, Education and Information Technologies, 20, 2, pp. 303-318, (2015)
  • [2] Albion P.R., Tondeur J., Forkosh-Baruch A., Peeraer J., Teachers’ professional development for ICT integration: towards a reciprocal relationship between research and practice, Education and Information Technologies, 20, 4, pp. 655-673, (2015)
  • [3] Albirini A., Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers, Computers and Education, 47, 4, pp. 373-398, (2006)
  • [4] Alenezi A., Influences of the mandated presence of ICT in Saudi Arabia secondary schools, International Journal of Information and Education Technology, 5, 8, pp. 638-644, (2015)
  • [5] Almekhlafi A.G., Almeqdadi F.A., Teachers' perceptions of technology integration in the United Arab Emirates school classrooms, Educational Technology & Society, 13, 1, pp. 165-175, (2010)
  • [6] Alzaidiyeen N.J., Mei L.L., Fook F.S., Teachers’ attitudes and levels of technology use in classrooms: the case of Jordan schools, International Education Studies, 3, 2, pp. 211-218, (2010)
  • [7] An Y.J., Reigeluth C., Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs, Journal of Digital Learning in Teacher Education, 28, 2, pp. 54-62, (2011)
  • [8] Anderson R.E., Dexter S., School technology leadership: an empirical investigation of prevalence and effect, Educational Administration Quarterly, 41, 1, pp. 49-82, (2005)
  • [9] Angeli C., Valanides N., Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: advances in technological pedagogical content knowledge (TPCK), Computers and Education, 52, 1, pp. 154-169, (2009)
  • [10] Beach R., Uses of digital tools and literacies in the English language arts classroom, Research in the Schools, 19, 1, pp. 45-59, (2012)
123456