Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

2017 ◽  
pp. 56-73 ◽  
Author(s):  
Haixia Liu ◽  
Chin-Hsi Lin ◽  
Dongbo Zhang ◽  
Binbin Zheng
Keyword(s):  
Technology Use ◽  
Negative Attitude ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Teachers Perceptions ◽  
Future Design ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Available Technology ◽  
Internal Barriers

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers' perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers' pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers' use of technology in teaching.

Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

2018 ◽  
pp. 1450-1467
Author(s):  
Haixia Liu ◽  
Chin-Hsi Lin ◽  
Dongbo Zhang ◽  
Binbin Zheng
Keyword(s):  
Technology Use ◽  
Negative Attitude ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Teachers Perceptions ◽  
Future Design ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Available Technology ◽  
Internal Barriers

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers' perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers' pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers' use of technology in teaching.

scholarly journals Technology Use in Ophthalmology Resident Education: Results to Aid Program Directors in Curriculum Development

2019 ◽  
Vol 11 (02) ◽  
pp. e1-e6
Author(s):  
Jennifer L. Lindsey ◽  
Laura L. Wayman ◽  
Etoi A. Garrison ◽  
Mario Davidson ◽  
Charlene M. Dewey
Keyword(s):  
Curriculum Development ◽  
Needs Assessment ◽  
Residency Program ◽  
Technology Use ◽  
Best Practice ◽  
Online Survey ◽  
Program Improvement ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Online Quizzes

Background The Accreditation Council for Graduate Medical Education in ophthalmology lists the use of information technology to optimize learning as a common program requirement. The use of technology in published studies often takes the form of e-learning. No study to date outlines what methods are preferred by residents and faculty in United States Ophthalmology programs. Objective We conducted a needs assessment to evaluate the current state of technology in teaching and learning in an ophthalmology residency program, to identify barriers to using technology, and to determine areas for future curriculum development. Methods We used an anonymous online survey to assess current residents and faculty within our ophthalmology residency program. Results Residents identified their primary learning styles as visual and kinesthetic and they preferred videos and online question banks.More than 35% of faculty respondents “never” use technology in teaching. Among faculty who do use technology, online quizzes and videos were the most common modalities used to supplement lectures. Common barriers to incorporating technology included lack of time, lack of knowledge of available technologic tools, and lack of skill in using technology.Both faculty and residents identified a Web platform for curricular elements and a feedback app as potentially beneficial additions to the curriculum. Each group rated an app to receive feedback more highly than an app to provide it. The two groups disagreed on the usefulness of online quizzes. There was variability among faculty responses regarding the usefulness of technology in teaching. Conclusion Our needs assessment identified areas of agreement among residents and faculty as well as mismatches and barriers regarding the use of technology to support learning by ophthalmology residents. Our study is an example of a best practice for use of a needs assessment to provide a framework for curriculum development and program improvement in an individual program. Further research is needed to generalize these results across ophthalmology programs.

Examining the influence of teachers ' beliefs towards technology integration in classroom

2016 ◽  
Vol 33 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Sallimah Salleh
Keyword(s):  
Technology Use ◽  
Theoretical Modelling ◽  
Psychological Variables ◽  
Content Type ◽  
Applied Model ◽  
Measurement Models ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers Beliefs ◽  
Tpb Model

Purpose – The purpose of this paper is to examine how the direct and indirect factors of the elaborated theory of planned behaviour (TPB) relate to teachers’ intentions and use of technology in teaching. Design/methodology/approach – The current study attempted to provide an understanding of teachers’ beliefs and intentions to use technology in teaching, and their influence on behaviours by applying and elaborating Ajzen’s TPB, a widely applied model for investigating social behaviour. Findings – The elaborated TPB model was found to be a marginally fitting model in predicting and explaining intention and behaviour. The model explained only 17 per cent of variance in intention and 13 per cent in use of technology. Teacher’s use of technology in teaching was predicted by intention and perceived behavioural control (PBC); and intention was predicted by attitude towards the technology and PBC. Subjective norms made weak prediction on intention. The TPB model of direct factors explained 25 per cent of variance in intention and 16 per cent in use of technology. Originality/value – This study takes a theoretical modelling approach, based on a survey assessing psychological variables (such as teachers’ beliefs, attitudes, and perceptions) to explain teachers’ technology use in the classroom. The theoretical approach of this study is new within studies of computer technology use, which have normally been limited to reporting user demographic characteristics and/or factors influencing its use among users. This study attempted to develop measurement models that might be replicated by other researchers interested in the influencing factors for teachers’ technology use in education.

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

Divergent Teacher Viewpoints of Technology Integration in the Language Classroom

2017 ◽  
pp. 130-151
Author(s):  
Andy D. Halvorsen
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Technology Use ◽  
Teaching Practice ◽  
Sense Of Self ◽  
Social Networking Site ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teacher Interview ◽  
Use Of Technology

This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.

Divergent Teacher Viewpoints of Technology Integration in the Language Classroom

2020 ◽  
pp. 716-737
Author(s):  
Andy D. Halvorsen
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Technology Use ◽  
Teaching Practice ◽  
Sense Of Self ◽  
Social Networking Site ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teacher Interview ◽  
Use Of Technology

This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.

scholarly journals USE OF TECHNOLOGY IN TEACHING ENGLISH

2021 ◽  
Vol 1 (2) ◽  
pp. 112-122
Author(s):  
Ayu Pratiwi ◽  
Elsa Pratiwi ◽  
Faradila Chantika ◽  
Hamida Putri ◽  
Resti Aulia Nengsih
Keyword(s):  
Technology Use ◽  
English Language ◽  
Human Beings ◽  
Cd Rom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Electronic Dictionary ◽  
Study Methodology ◽  
Power Point ◽  
Sports Activities

In language coaching and gaining knowledge of, we've got loads to select from the sector of generation: audio, TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. Technology has modified the dynamics of diverse industries, and has additionally encouraged the the manner human beings engage and paintings withinside the society. This speedy growing and improvement of statistics era has supplied a higher sample to discover the brand new coaching version. As a end result era performs a totally vital position in English coaching. Using multimedia to create a context to train English has its particular advantages. The instructors can have interaction the freshmen to grow to be professional at English Language through the usage of the revolutionary ELT strategies like English songs, movie, clippings, dramatics, advertisements, sports activities commentaries and plenty of extra. This paper stresses at the want to make English language training smooth and exciting thru revolutionary ELT techniquesby using a scope review study methodology, which is a literature review process between new theories and ideas, so this paper talk about definition and development of technology, use of generation in coaching English, the boom of elt via generation, and advantages of the use of generation in the classroom.

scholarly journals Technology Use, Technology Views: Anticipating ICT Use for Beginning Physical and Health Education Teachers

10.28945/3093 ◽  
2007 ◽  
Author(s):  
Lori Lockyer ◽  
John Patterson
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Health And Physical Education ◽  
Australian Health ◽  
Ict Use ◽  
Everyday Practices ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Physical And Health Education ◽  
National Initiative

In Australia, the national initiative known as Learning in an Online World, focuses school jurisdictions across the country meet the challenge of achieving the national vision of all schools “... confidently using ICT in their everyday practices to improve learning, teaching and administration” (MCEETYA, 2005, p. 3). One strategy in reaching this goal is the effective preparation of pre-service teachers to use and integrate technology in their teaching and learning practices. This article reports on a research study that aimed to explore the issue preparation for use of technology in teaching by understanding the current and anticipated technology usage for Australian health and physical education pre-service teachers.

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