ICT and Teachers’ Attitude in English Language Teaching

Purpose: The purpose of this study was to explore the extent to which modern technology is put into practice within schools in Abu Dhabi and to assess the corresponding need for teachers to embrace it. Methodology/design/approach: A descriptive research methodology was employed in accordance with the research's nature. The researchers developed a questionnaire consisting of 15 items to gauge the current level of technology utilization by teachers in schools. Additionally, an open-ended question was included to glean insights into the perceived significance of teachers' technology-related requirements in the educational context. The responses from a sample of 800 teachers were collected and analyzed, yielding data on the frequency and percentages of technological needs deemed essential by educators. Results and conclusion: The study's findings indicated a moderate level of technology adoption among teachers, with no statistically significant differences noted based on gender and teaching experience. Furthermore, analysis of the open-ended question revealed 15 crucial technological requisites that educators identified as indispensable for effective classroom instruction, emphasizing the importance of comprehensive training in the implementation of these tools. Recommendations: The study recommends to develop targeted training programs, establish supportive school environments, promote active technology utilization with oversight, and provide instructional guides to assist teachers in integrating modern applications into education.

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Factors Contributing to Teachers’ Resistence in Integrating ICT in EFL Classroom in Senior High School

Kamilah¹

2017

ELLITE. j. Engl. lang. literature. teach

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ICT has become powerful media for teaching English, especially in improving students’ learning autonomy. However, studies have revealed that English teachers are sometimes resistant to ICT integration in the class, in which the resistance fails the effective ICT integration. The purpose of this study is to explain English teachers’ resistance towards ICT integration in the class by presenting and the categories of the resistance. There were seven teachers from six different senior high schools investigated in this study. Using semi-guided interview, observation and documentation, the study yielded the findings. There were three categories of resistance found; extreme, moderate and zero resistance. The factors contributing to the resistance were coming from external and internal, such as the unwillingness to learn and use ICT, lack of ICT competence and pedagogical knowledge, concerns about ICT for students, and unsupportive school facilities. It was also found that age might not matter much in contributing to the resistance and that the teachers’ perception is not always reflected in their teaching practice.Keywords: ICT integration, teacher’s resistance, factors of resistance, category of resistance.

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ICT and Teachers’ Attitude in English Language Teaching

Cited by 5 publications

References 6 publications

Investigating Palestinian in-service teachers’ beliefs about the integration of information and communication technology (ICT) into teaching English

Investigating Palestinian in-service teachers’ beliefs about the integration of information and communication technology (ICT) into teaching English

The Extent Implementation of Modern Technology and the Educational Imperatives for Teachers in Abu Dhabi

Factors Contributing to Teachers’ Resistence in Integrating ICT in EFL Classroom in Senior High School

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