Administrator Insights and Reflections: Technology Integration in Schools

Berrett, Bryan; Murphy, Jennifer; Sullivan, Jamie

doi:10.46743/2160-3715/2012.1815

Cited by 13 publications

(10 citation statements)

References 29 publications

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“…Among these factors, teachers' beliefs play a significant role (Borg, 2015), because teachers shape their classroom practices per their subjective judgments about the teaching situation (Tondeur, et al, 2017). Findings from past research indicated that the acceptance and use of technology is troublesome for teachers (Berrett, Murphy & Sullivan, 2012). In this regard, researchers have proposed and adopted various models as a framework for understanding the technology use, beliefs, and behaviors of the teachers.…”

Section: Technology Acceptance Model (Tam)mentioning

confidence: 99%

Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey

Koç¹,

Yüksel

Altun

2021

Engl. Lang. Teach. Educational. Journal

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Content and language integrated learning (CLIL) is an approach that combines content and language objectives. Despite substantial expansion over the past two decades, its successful adoption raises several challenges for teachers. Teachers turn to information and communication technologies (ICT) to solve their problems. This study aims to investigate technology acceptance and use of English language teachers adopting the CLIL approach in Turkey, and to identify the difficulties they encounter while integrating technology into practice. The study is explanatory in research design and employs the Technology Acceptance Model (TAM) developed by Davis (1989) as a framework. A 27-item Likert-type questionnaire was used to gather data from 61 teachers practicing in private and public schools. The results showed a statistically significant difference in technology integration intention and use behaviors of teachers. The qualitative data suggested that among the difficulties faced by CLIL teachers were facilitating environments, managerial assistance, and teacher technology awareness.

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Section: Technology Acceptance Model (Tam)mentioning

confidence: 99%

Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey

Koç¹,

Yüksel

Altun

2021

Engl. Lang. Teach. Educational. Journal

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“…With the abundance of new electronic communication methods and integrated technologies, emerging teachers need instructional deliveries and virtual classrooms that help them transform their lessons (Berrett et al, 2012). However, successful integration of these virtual classrooms depends mostly on availability and access to ICT facilities and resources in the institutions, e.g., computers and the internet.…”

Section: Institutional Resources and Supportmentioning

confidence: 99%

Factors Influencing Teachers' Online Teaching Competence in Higher Education

Aidoo

Macdonald

Gyampoh

et al. 2022

SER

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The purpose of this research was to determine Ghanaian teachers' competencies in delivering online lessons. Transitioning face-to-face instructions to an online environment presents difficulties for instructors, particularly teachers and students doing so for the first time. The researchers explore how teachers in disrupted schools use information and communications technology (ICT) in their classrooms that differ in several ways from the regular classroom. The researchers investigated the factors influencing teachers' online instruction competence. A questionnaire was used to collect data from teachers in three teacher training colleges in Ghana in the 2021 academic year. Results showed that teachers had adequate knowledge of ICT. Also, ICT knowledge was strongly correlated to ICT usage. Regression analysis revealed that teachers could become competent and effectively teach online courses by having adequate knowledge, regularly using ICT, and receiving technical support from the institution. These findings suggest that teachers need sufficient knowledge and support to use computers to become competent in integrating ICT into their online course delivery.

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“…Technological advancements have an impact on every aspect of life, including in education. Technology can be used as a learning medium (Carle et al, 2009;Cutrim, 2008;Mann, 2008;Liu, 2011), and the use of technology in education is rising (e.g., Berrett et al, 2012;Inan & Lowther, 2010;Tondeur et al, 2016). Unfortunately, not all EFL teachers take advantage of technological advancements to support learning English in the classroom 18 (Hutchison & Reinking, 2011;Tour, 2015).…”

Section: Introductionmentioning

confidence: 99%

Technological Use in EFL Instruction: Investigating Teachers’ Pedagogical Beliefs and Students’ Learning Engagement

Ma’rifah

Masrifah

Arifani

2021

LENSA

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This research aimed to find out the influence of EFL teachers’ pedagogical beliefs with regard to using technology on EFL students’ learning engagement in the classroom and also to find out which pedagogical belief dimension most influences EFL students’ learning engagement in the classroom. This is quantitative research with survey method. Data were collected from two online questionnaires. Data analysis methods in this research used descriptive statistics and Structural Equation Modeling (SEM). Respondents in this research were 125 EFL teachers and 125 EFL students in several secondary schools in the second semester of the 2019/2020 academic year in Gresik, East Java, Indonesia. This research found that EFL teachers’ pedagogical beliefs with regard to using technology have a positive and significant influence on EFL students’ learning engagement in the classroom (t-value is 10.840 > 1.96) and the pedagogical belief dimension most influences EFL students’ learning engagement in the classroom is “Teachers’ Practices with Regard to Using Technology” (t-value is 9.953 > 1.96).

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Administrator Insights and Reflections: Technology Integration in Schools

Cited by 13 publications

References 29 publications

Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey

Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey

Factors Influencing Teachers' Online Teaching Competence in Higher Education

Technological Use in EFL Instruction: Investigating Teachers’ Pedagogical Beliefs and Students’ Learning Engagement

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