An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

Kouider Makhlouf, Zoulikha Bensafi

Abstract


The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

Keywords


Information and Communication Technology (ICT), ICT Use, EFL (English as a Foreign Language), ICT use, Barriers, Secondary School, Algeria

Full Text:

PDF

References


Abu-Samak, Z. T. (2006). An exploration of Jordanian English language teachers’ attitudes, skills, and access as indicator of information and communication technology integration in Jordan. Unpublished PhD dissertation, Florida State University.

Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, N.J.: Prentice-Hall.

Al-Oteawi, S. M. (2002). The perceptions of administrators and teachers in utilizing information technology in instruction, administrative work, technology planning and staff development in Saudi Arabia. Unpublished doctoral dissertation, Ohio University, United States.

Al-zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers Attitude Towards Ict. International Education Studies, 3(2), 211–218. https://doi.org/https://doi.org/10.5539/ies.v3n2p211

Albirini, A. (2004). An exploration of the factors associated with the attitudes of high school EFL teachers in Syria toward information and communication technology. Unpublished doctoral dissertation, the Ohio State University.

Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers & Education, 47(4), 373–398. https://doi.org/https://doi.org/10.1016/j.compedu.2004.10.013

Berner, E. J. (2003). A study of factors that may influence faculty in selected schools of education in the Commonwealth of Virginia to adopt computers in the classroom. Unpublished doctoral dissertation, George Mason University.

Birkollu, S. S., Yucesoy, Y., Baglama, B., & Kanbul, S. (2017). Investigating the attitudes of pre-service teachers towards technology based on various variables. TEM Journal, 6(3), 578. https://doi.org/10.18421/TEM63-20

Boukadi, S. (2014). Critical approach to integrating ICT into second language learning. In R. AL-Mahrooqi & S. Troudi (Eds.), Using Technology in Foreign Language Teaching. Newcastle upon Tyne: Cambridge Scholars Publishing.

Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211–237.

Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report. Springer Nature. https://doi.org/https://doi.org/10.1007/978-3-319-14222-7

Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational Research: Competencies for Analysis and Applications (10th ed.). Boston: Pearson.

Harper, D. O. (1987). The creation and development of educational computer technology. In R. M. Thomas & V. N. Kobayashi (Eds.), Educational technology – its creation, development and cross-cultural transfer (pp. 35–63). Amsterdam: Pergamon. https://doi.org/ttps://doi.org/10.1016/B978-0-08-034993-0.50008-3

Houcine, S. (2011). The effects of ICT on learning/teaching in a foreign language. International Conference “ICT for Language Learning,” 4. Retrieved from http://www.pixel-online.net/ICT4LL2011/common/download/Paper_pdf/IBL69-437-FP-Houcine-ICT4LL2011.pdf

Houtz, L. E. (1995). Instructional strategy change and the attitude and achievement of seventh- and eighth-grade science students. Journal of Research in Science Teaching, 32(6), 629–648. https://doi.org/10.1002/tea.3660320608

Isleem, M. I. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: A statewide survey. Unpublished doctoral dissertation.

Levin, T., & Wadmany, R. (2008). Teachers’ views on factors affecting effective integration of information technology in the classroom: Developmental scenery. Journal of Technology and Teacher Education, 16(2), 233–263.

Malinina, I. (2015). ICT Competencies of Foreign Languages Teachers. Procedia – Social and Behavioral Sciences, 182, 75–80. https://doi.org/10.1016/j.sbspro.2015.04.740

Morris, T. R. (2002). College students’ attitudes about computers related to gender-identity and learning-style interactions. Unpublished doctoral dissertation, University of Central Florida.

Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(2), 120–123. https://doi.org/10.1097/00006199-199103000-00014

Mustafina, A. (2016). Teachers’ Attitudes toward Technology Integration in a Kazakhstani Secondary School. International Journal of Research in Education and Science (IJRES), 2(2), 322–332. https://doi.org/10.21890/ijres.67928

Na, S. Il. (1993). Variables associated with attitudes of teachers toward computers in Korean vocational agriculture high schools. Unpublished doctoral dissertation, ,The Ohio State University.

Ofodu, G. O. (2007). Nigeria literacy educators and their technological needs in a digital age. Education Focus, 1(1), 22–30.

Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37(2), 163–178. https://doi.org/https://doi.org/10.1016/S0360-1315 (01)00045-8

Rogers, E. M. (2003). Diffusion of innovations. Free Press. In New York (5th ed.). New York: Free Press.

Saye, J. W. (1998). Technology in the classroom: The role of dispositions in teacher gatekeeping. Journal of Curriculum and Supervision, 13(3), 210–234.

Slaouti, D., & Barton, A. (2007). Opportunities for practice and development: newly qualified teachers and the use of information and communications technologies in teaching foreign languages in English secondary school contexts. Journal of In-Service Education, 33(4), 405–424. https://doi.org/10.1080/13674580701687807

Srivastava, S. (2016). ICT implementation for Education and Learning. IOSR Journal of Research and Method in Education (IOSR-JRME), 6(4), 40–44.

Sugar, W., Crawley, F., & Fine, B. (2004). Examining teachers’ decisions to adopt new technology. Educational Technology and Society, 7(4), 201–213.

Tezci, E. (2009). Teachers’ effect on ICT use in education: the Turkey sample. Procedia - Social and Behavioral Sciences, 1(1), 1285–1294. https://doi.org/10.1016/j.sbspro.2009.01.228

Tondeur, J., Valcke, M., & Van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: Teacher and school characteristics. Journal of Computer Assisted Learning, 24(6), 494–506. https://doi.org/10.1111/j.1365-2729.2008.00285.x

Veen, W. (1993). The role of beliefs in the use of information technology: Implications for teacher education, or teaching the right thing at the right time. Journal of Information Technology for Teacher Education, 2(2), 139–153. https://doi.org/10.1080/0962029930020203

Zyad, H. (2016). Integrating Computers in the Classroom: Barriers and Teachers’ Attitudes. International Journal of Instruction, 9(1), 65–78. https://doi.org/10.12973/iji.2016.916a




DOI: https://doi.org/10.7575/aiac.alls.v.12n.2.p.37

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.