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
  • [41] Nikolopoulou K., Gialamas V., Barriers to the integration of computers in early childhood settings: teachers’ perceptions, Education and Information Technologies, 20, 2, pp. 285-301, (2015)
  • [42] Ottenbreit-Leftwich A.T., Glazewski K.D., Newby T.J., Ertmer P.A., Teacher value beliefs associated with using technology: addressing professional and student needs, Computers and Education, 55, 3, pp. 1321-1335, (2010)
  • [43] Paraskeva F., Bouta H., Papagianni A., Individual characteristics and computer self- efficacy in secondary education teachers to integrate technology in educational practice, Computers and Education, 50, 3, pp. 1084-1091, (2008)
  • [44] Twenty-first century knowledge and skills in educator preparation, (2010)
  • [45] Peeraer J., Van Petegem P., Integration or transformation: looking in the future of information and communication technology in education in Vietnam, Evaluation and Program Planning, 48, 8, pp. 47-56, (2015)
  • [46] Sadik A., Factors influencing teachers’ attitudes toward personal use and school use of computers: new evidence from a developing nation, Evaluation Review, 30, 1, pp. 86-113, (2006)
  • [47] Salleh S.M., Laxman K., Investigating the factors influencing teachers’ use of ICT in teaching in Bruneian secondary schools, Education and Information Technologies, 19, 4, pp. 747-762, (2014)
  • [48] Selwyn N., The use of computer technology in university teaching and learning: a critical perspective, Journal of Computer Assisted Learning, 23, 2, pp. 83-94, (2007)
  • [49] Simpson T., Park S.H., The effect of technology-supported, (2013)
  • [50] Education and training sector strategy 2011–2016 (executive summary), (2011)
123456