Teachers’ Attitudes towards Information and Communication Technologies
Teachers’ Attitudes towards Information and Communication Technologies
Abstract
Past research studies have shown that computer technology is an efficient means to widen opportunities in education. However, the majority of teachers do not use technology as an instructional delivery system, and they do not integrate technology into their curriculum. Studies have reviewed various factors that influence the teacher’s decision in use of technologies in the class. There is manipulative and non-manipulative teacher and school factors. These factors are interconnected. It is essential that teachers be provided with current specialized development to model novel pedagogies and tools learn to enhance the teaching together with the learning process.
Nonetheless, it is vital for policy makers and teacher trainers to understand the factors that affect the efficiency and cost-effectiveness of various ICT use approaches in the training of teachers can be explored appropriately initiated in making these changes viable for all teachers. The purpose of this research is investigating the barriers preventing teachers from integrating technology into the curriculum in such a rich technology environment. It is a quantitative research that uses a constructivist principles’ conceptual framework. In the study, there will a comprehensive analysis of the perceptions of teachers for the problem incorporated in in-depth interviews. In addition, there will be follow interviews. These will substantiate and validate the reliability of the study.
Chapter one
1.0 Introduction
Background of the study
The researcher is a teacher for a foreign language and has conducted several presentations and workshops in integration of technology. The researcher as a teacher undertook several workshops in technology and noticed that a big number of teachers fail to integrate technology in their classes. The study will be undertaken in a military institute for teaching of adult foreign languages, with a considerably rich environment of technology. Every class consist an approximate of 8 students, and it has a desktop computer, smart board, and the students have table PC and IPod. The teachers also have their own computer desk; IPod and others have laptop computers. In each department, there is a language lap; the curriculum can also be accessed online or through textbook.
In addition, there are many other resources for authentic material listening and reading, TV cable and blackboard that can be watched by students and teachers and listen to the language they are learning or teaching. Faculty development training is available for all teachers when required. Nonetheless, with all the mentioned technological tools and software a considerable number of teachers do not take advantage of integrating technology into the classroom. The central purpose of this research is the investigation of the barriers preventing teachers from technology integrating into the curriculum in an environment with this magnitude of technology.
In the 21st century, environments of learning have changed with the invention of technology. Students in this generation are multitasking and expect that information be easy to get to, multidimensional and instant. Wood Et al (2005)) termed this generation as digital natives and the first generation that grew up in the technology age. However, the majority of teachers took on technology later on in life. Lambert et al identified them as digital immigrants. Since the majority of teachers are new in technology, its integration in class is not effective. This is due to attitude, lack of experience, anxiety and beliefs together with their capacity of utilizing technology.
Use of technology in a classroom setting is vital as it has many benefits. When technology is used in a classroom, the students get more involved, and hence they are not bored or inactive. Technology expands cooperative learning among students and teachers. The students are connected to real life situations, which prepares them to work in an environment where technology skills are essential for job searching together with training. Students are offered challenging opportunities that enhance taking of risks. Teachers are assisted to develop interactive lessons, there are organization and grading policies, students are motivated to get more involved, and time gaps are reduced (Afshari, Et al, 2009).
The technological tools used by contemporary students make the learning task easier and enable the creation of products that were once impracticable. Integration of technology in the classroom enables teachers to reap the benefits offered by these tools of technology and prepare them for their usage in the real world (Chen, 2008).
Before the invention of technology, students were venturing to the library and sorting books to access information. However, with the invention of technology, information can be gathered almost immediately. Since the internet enables students to assemble information speedily, teachers can add extra learning into their lessons. When students were preparing papers by hand or using typewriters, they were wholly recopying their papers to effect the required modifications. However, with the use of technology, development of writers can simply make alterations digitally, correcting spellings, adding sections, or moving some paper elements. The ability of editing more efficiently saves time that could be spent in other ways and reduces the frustration of students as they can rectify the mistakes made with ease (Afshari, Et al, 2009).
Technology helps teachers to enhance their lessons. Rather than reliance on textbooks alone, technology can be used for presenting audio recordings or movies to enhance student understanding of concepts. In addition, teachers can find and print out related articles for creating of slide shows that go with lessons. Since technology makes auxiliary materials easier to gather and use, teachers have a high likelihood of providing auxiliary materials that are educationally of high quality. Tools of technology enable students to communicate efficiently with others globally. This is done through discussion boards, chat rooms, emails, and methods of digital communication. Students get an opportunity of exchanging ideas together with information with others. This ease of communication enables the development of extensive community of learners who work towards the attainment of similar goals (Chen, 2008).
Technology results to inspiration of students in learning. This is because it intrigues students resulting to high level of student motivation. When students get tired with exploration of composing of essays or standard written texts, teachers can regain their interest by providing them with lessons rich in technology allowing them to utilize technology for learning and producing dynamic and imaginative outputs, like digital movies or multi-media presentations. Since students focus on creating their intriguing works, they give more attention in tasks completion; hence they learn additional things through connection.
Despite all these benefits, teachers are not adequately utilizing technology in the classroom setting. The integration of technology by teachers is hindered by lack thriving expansion opportunities in the constructs of pedagogy and technology (Wadmany & Levin 2008). Olinzock and Okojie (2006) notes that a majority of universities and training colleges for teachers do not offer instruction designed for teaching students the measures for selecting the relevant media in relation to objectives and instruction methods. The next section gives a problem statement in this area.
1.2 Problem statement
A teacher is a crucial factor for success integration of technology in the classroom (Romano, 2003). This is because what directly determines the instructions taking place behind the door of a classroom is the teacher but not the external requirements or education. The belief of the teacher plays a vital role in the transformation of teachers’ technology integration into practices that are constructivist (Ertmer, 2005). As a result, the relationship between the beliefs and practices of a teacher should help in shedding light on the way teachers make decisions on technology integration.
A study by Wood et al (2002) suggests various variables affecting the efficient integration of technology in the classroom. Nonetheless, the studies do not offer a context rich consideration in regard to the way the given variables are seen by teachers and the manner in which teachers perceive these variables to affect teaching. To offer a loaded context for understanding the barriers faced by teachers, teachers should be allowed to identify and elaborate the experiences, setbacks and prospects when using technology in the classroom.
The instructional methods of a teacher are determined by their philosophy, skills and knowledge. In addition, their attitudes, beliefs, and emotions as well build the meaning they bring to innovations like integration of technology. It is appalling that despite having many inventions in technology; teachers have not been able to embrace technology fully in their instructional methods. This calls for further studies to determine why despite knowing the essence of technology in improving teaching; they have not utilized its usage. The factors affecting technology integration in the classroom are myriad, but their magnitudes and effects differ. It expected that learning institutions use technology to improve learning and make students more motivate to work. However, this has not been the case despite governments and other interested parties pushing for technology integration. Technology is accessible for utilization although it is not been used.
1.3 Purpose statement
There are various studies that have documented learning improvement with the use of technology. Other studies have not found any significant differences in learning between technologically and conventional approaches of teaching. This debate goes on, but various factors have been identified. Various political and organizational realities show that instruction based on technology is a valid alternative. Computer-based instruction is popular with students as well as educators. This is because it probably improves the students’ performance. Therefore, integration of technology in the classroom is worth the cost.
The education’s innovative pathway should continue to be explored. There are numerous studies done in regard to how language teachers use technology. However, no research has been done for determining the barriers that cause teachers not to integrate technology despite the environment having a lot of technology materials for use. This information is crucial as it will ensure that integration of technology attains maximum level of impact and efficiency. This study was intended to determine the factors that hinder integration of technology in an environment with many technology facilities.
1.4 Research question
The research addresses the following key research question:
What are the barriers that prevent teachers from integrating technology into the curriculum in such a rich technology environment?
Research objectives
The objectives of this research are as follows:
- The enormity of barriers that may prevent language teachers from integrating technology into the learning and teaching process.
- The extent to which technology has been integrated into the teaching process.
- The technology anxiety of language teachers.
- The sources of training in technology and forms of technology used by language teachers.
- The perception of language teachers’ effectiveness in teaching.
- Teachers’ belief and attitude towards technology integration.
Chapter two
2.0. Literature review
2.1. Teacher’s belief characteristics
In a setting of classroom, the teacher is accountable for perceiving and defining a teaching situation. They also make decisions and judgments and take the appropriate actions. As a result, for improvement of preparation and teachers and teaching practice, educators ought to pay more attention to the beliefs of the teacher as they have a profound influence in the process of decision making and practices of teaching and learning (Ertmer, 2005). In relation to their beliefs on teaching, student learning, and educational beliefs, teachers should select definite strategies and materials from their repertories for tackling specified situations. Their beliefs assist them in determining the concerns they should center on and means of solving these concerns (Frank & Zhao, 2003).
Although, the teachers beliefs study has considerable capability to provide educational communities with extraordinary insight, it is been faced with intricacy it is not clear on acknowledged beliefs’ conceptualizations and definitions as well as beliefs structures. Scholars in this field use varied terms for identifying a similar concept, and the terms’ list is growing endlessly. These include social strategy, repertories of understanding, perspectives, practical principles, rules of practice, action strategies, internal mental processes, personal, explicit and implicit theories.
The difficulty in the definition of beliefs of teachers is centered on the uncertainty and complexity of differentiating beliefs from knowledge. Tabachnick and Zeichner (2003), argued that the various beliefs have a cognitive component signifying knowledge, an effective component arousing emotions and a component of behavior that guide actions. Nonetheless, Ertmer (2005) noted that knowledge structures are the main force that drives the behavior of teachers in a classroom. Knowledge can be fluid and in different contexts and open to new experiences; however, that belief is bound by emotion and hence rather stagnant to transformation. As a result, Ertmer (2005) prioritizes knowledge more than beliefs. Therefore, Zhao & Frank, (2003), chose to use knowledge and belief interchangeably since evidence indicated that the knowledge of a teacher is expressed in terms that are highly subjective.
Though belief and knowledge are inextricably intertwined Ertmer, (2005) proposed that beliefs are differentiated from knowledge since the proposition or the concepts of the belief system do not necessitate consensus belief the holder of belief and the outsider and since beliefs are debatable. In addition, researchers can perceive the belief system as loosely bounded and with no clear, logical rules connecting these beliefs to circumstances or actions in real life. People may create the connections from emotional, episodic, and personal experiences.
The systems of belief are organized by individuals in accordance to basic beliefs and to beliefs that are derived from other beliefs. Basic beliefs show considerable self-evidence hence they are hard to explain while a derivative belief is related to other beliefs; therefore, it can be explained in reference to other beliefs acting as evidence. Frank & Zhao (2003) argued that some beliefs are more centered on the system of belief and are resistant to change than others since the formers ones are held with ardent certainty. Contrastingly, peripheral beliefs are taken with little psychological potency and additionally from the core of the belief system. It is easier to alter the peripheral beliefs. Consistent beliefs are held in a similar cluster, though people may hold contradictory beliefs in different clusters but as well desist from comparing the beliefs with one another.
Ertmer (2005) noted that individuals possess beliefs on different things and for conceptualizing a belief system involves knowing that the belief system has varied beliefs which connect to one another. Attitude is formed from belief clusters, which focus on a construct. The attitude of teachers in regard to education, together with attitudes regarding learning, teaching, schooling and students are signified as teacher beliefs. Nonetheless, the educational beliefs constructs may as well be too general for purposes of research.
Here, we focus on teachers’ educational beliefs in regard to the way technology may assist the practice of putting educational beliefs into practice. In relation to the aforesaid research on the beliefs of teachers, the researcher hypothesized that the pedagogical beliefs of teachers can strongly influence their decisions on the integration of technology. Nonetheless, these beliefs may contend with other external factors or beliefs and, as a result, they should be modified.
2.2. Teacher beliefs and technology integration
Ertmer(2005)indicated that the majority of teachers have limited knowledge and experience on integration of technology in different educational aspects for facilitation of teaching and learning. This is irrespective of whether they are novices or veterans. In attempting to integrate technology in their instruction, teachers give reference to extant beliefs and previous experiences. The existing beliefs of teachers can affect the development of beliefs on integration of technology and related practices. Therefore, administrators ought to take into account the beliefs of teachers at various levels of integration of technology. Teacher beliefs play an essential role in the integration of technology.
If teachers are to use technology, they ought to suppose that: use of technology will not disturb higher level goals; technology can help them attain higher levels goals more efficiently. They should also believe that they will have adequate resources and ability to utilize the technology. Teachers may show unwillingness of adopting technology if the promoted use is inconsistent with their extant practices or belief. The beliefs of a teacher act as a filter via which they determine the priorities of varied factors. Various factors may be viewed as closer to the center belief. As a result, the types of applications and the level of technology to be integrated into a classroom are depended on the beliefs of the teacher (Frank & Zhao, 2003).
Though various researchers have taken the belief of the teacher as a decisive factor in the integration of technology, research by Levin & Wadmany, (2006) indicated that the technology use by teachers is possibly not necessarily aligned with their stated beliefs and therefore, teachers may have contradictory, educational beliefs on the integration of technology into instruction. Ertmer (2005) proposed that contextual factors may result to a discrepancy between expressed technology-related educational beliefs and implemented practices related with technology education. Contextual factors influencing technology integration among teachers comprise of school culture, policy, integration examples, training, and availability of appropriate equipment.
Contextual factors in the classrooms and schools affect the process by which the knowledge and beliefs of teachers change. As described by Norris, et al (2003), convoluted life in the classroom comprise of a variety of activities and processes with diverse purposes. Myriad dealings take place concurrently or even irregularly, and these events require an immediate attention of the teacher. In managing this complexity, teachers may establish different strategies of coping which may not be in agreement with the own beliefs of teachers. Zeichner and Tabachnick (2003) suggested that, teacher’s belief consistency and the teachers’ practices are a corollary of a continuing concession procedure through which teacher determines disagreement between organizational constraints and support. Therefore, teachers do not base all decisions merely on their educational beliefs. As a result, the relationships among various beliefs and contextual factors ought to be the research focus on the practices and beliefs of teachers.
The beliefs of teachers are often related to practices of teacher, and some beliefs show resistance to transformation. Teachers may have incompatible beliefs as long as the conflicting beliefs are not compared explicitly. Teachers ought to re-evaluate their educational beliefs in order to integrate technology into their instructional practices in inventive ways. Nonetheless, necessitating teachers to modify their educational beliefs may be an uphill task since it may entail challenging, fundamental beliefs. In addition, different contextual factors may combine to affect the beliefs of teachers, use of technology and the researchers need to consider the relations among the different factors.
2.3. Factors affecting the use of ICT among teachers
Asa tool in the classroom, computers have captured the education community attention. This versatile instrument can keep, alter and retrieve information, and has the capability to engage students in instructional activities for increasing their learning. It also helps them in solving convoluted concerns for enhancing of their cognitive skills. There are three objectives renowned for using of ICT in education: use of ICT as study object, as a profession or discipline, and as a medium for learning and teaching. Using ICT as an object implies learning about ICT, and this enables students to use it in their daily life. Using ICT as aspect implies the development of the skills for vocational and profession purposes.
Using ICT as a medium focuses on the use of ICT for enhancing of the process of learning and teaching (Drent, 2005). This is a fact that teachers are at the center of change of curriculum, and they control the process of teaching and learning. As a result, they ought to be able to educate young people for the society of knowledge in which the competency of using ICT for acquiring and processing information is extremely essential.
There research literature on ICT implementation indicates that it entails a considerable number of influencing factors. A distinction between non-manipulative and manipulative school and teachers factors by review of various studies on factors influencing decision of teachers in using ICT. Non-manipulative factors comprise of factors that do not get influenced directly by the school, like computer experience, teaching experience, availability of external support for school and governmental policy. Manipulative factors, on the other hand, implies attitudes of teachers towards ICT and teaching, teacher skills, ICT knowledge, school commitment towards the process of implementation and access to ICT support (Schiller, 2003).
2.4. Non-manipulative teacher and school factors
2.4.1. Characteristics of teachers
The characteristics of teachers can influence the adoption of an innovation (Schiller, 2003). These characteristics entail gender, age, educational level, educational experience, financial position, and computer experience in education. According to Schiller, (2003), teachers who have fewer experience years have higher chances of using computers. In part, this may be because new teachers have had exposure to computers during training and hence, they possess more experience in using them. In addition, one of the factors determining the degree of teachers’ computers use in their classes may be the years they have taught.
In addition, Roberts, Hutchinson and Little’s study (2003) examined the gender and age disparities in the overlooked context of individual adoption and sustained use of technology in the place of work. They studied on the reactions of the user and the behavior of technology use for a period of five months for 350 workers after they were introduced to novel software in application of technology. Contrastingly, older workers together with women were more strongly influenced by subjective norm together with the perceived behavioral control. Then these people groups adopt distinct decision processes in evaluation of novel technologies.
Albirini, (2006) on the other hand, established that someone’s’ was not a noteworthy aspect in relation to attitudes of the teacher towards ICT. Nonetheless, it was discovered in the current study that age was negatively correlated with the Jordanian EFL attitudes of teachers to ICT in Jordan (r = -.13, p <.01). These results demonstrate that, with the decrease on the teachers’ age, there was an increase to the attitude towards ICT. This finding confirms the results by Roberts, et al (2003) that the probability that teachers would use ICT in a classroom was limited by the reality that teachers educated earlier had been trained by individuals who studied prior to computer arrival in schools.
Additionally, Kenton and Buer (2005) undertook a study regarding integration of technology in schools. They utilized qualitative study for examining the classroom practice of 40 teachers who were savvy in education. They established that the teachers had significant skills in technology; they adept and innovative in overcoming of obstacles. However, they were not integrating technology on a consistent basis as both a teaching and learning tool. They gave two reasons in regard to these findings: students never had adequate time with computers, teachers’ required extra time to plan for lessons using technology. Other issues found were out-dated hardware, failure to have the right software, level of student skills and technical difficulties.
In addition, there are other personal characteristics that influence the way computer applications are used by teachers in their classrooms. The learning styles of the teachers are among these factors. For instance, teachers thinking creatively and liking the idea of knowledge construction, is a social learner, a life-long learner, he has a high likelihood to use computers in a way that is more transformational and integrative. These ways are more useful and valuable to students rather than ways promoting and supporting customary classroom routines (Demetriadis et al., 2003). As a result, the teachers’ personal characteristics are essential influence on how easily they take up an innovation.
Demetriadis et al., (2003), found that innovators are categorized into five groups; this depends on the stage at which of taking up the innovation. The initial innovators comprise of 2-3 percent in taking up an innovation, with early adopters comprising of 13-14%. Together, these two groups may be referred to as early adopters. This is crucial in considering the ways for encouraging further take up since Demetriadis et al recognizes a tendency for having distinctive differences in personality characteristics for adopters of both early and later.
In summary, earlier adopters vary from later ones in showing greater empathy, greater rationality, a greater ability for dealing with abstractions and less dogmatism. They have less fatalism and higher aspirations, a more favorable attitude towards science, a better ability for coping with risk and uncertainty and a high sympathetic attitude towards change. This characterization implies a markedly inauspicious insight of later adopters. Nonetheless, it is not hard to provide a positive description of later adopters. In comparison to earlier adopters, later adopters could equally be described as extra realistic, with steady judgments, concrete grip on issues, with dislike of fads, and with less willingness of taking the necessary chances. They prefer to have experience as their guidance and have high approval of possibilities as compared to earlier adopters.
2.5. Manipulative teacher and school factors
2.5.1. Availability of the plan and vision on the contribution of technology to education
Teachers should understand the way in which ICT is used as a tool of teaching and learning. Many researchers have stated that ICT vision in school is crucial for efficient integration of ICT (Kenton and Buer, 2005). There should be a well defined mission describing the place of technology in education. In view of this idea, Ertmer (2005) stated that a vision gives people a place for starting, a goal for reaching, as well as a guidepost. Therefore, schools and teachers ought to build up a vision before making extensive investment in software and hardware. This is to mean that technology users ought to have a fundamental belief in the value of innovation or the innovation will fail.
Teachers ought to have opportunities for studying, observing, reflecting and discussing their practice together with the use of ICT, so as to come up with a sound instructive plan incorporating technology. Therefore, the vision should not be established by a single person or use of a top down procedure. Those with a stake in the outcomes should be involved. These include the community, students, parents and students. They should be allowed to help in the vision creation by contributing their positive attitudes, skills, and knowledge. As a result, a clear ICT integration vision in schools shared by different members of the school community promotes efficient use of classroom ICT use.
After a successful creation and acceptance of the ICT, the next step is articulating a plan of its integration. This should spell out the way the teachers should amalgamate technology in their lessons. According to Gulbahar (2005), an ICT master plan formulated in accordance to the vision of the school and its social cultural setting assures effective ICT integration. Gulbahar (2005) undertook a study for illustrating the way the process of technology planning was undertaken in K-12 school, in Turkey. Data had been collected from 20 administrative staff, 100 teachers and 370 students.
The research findings showed that, educational institutions ought to develop a technology plan so as to utilize technology in a manner that is effective for administrative, teaching and learning purposes. In addition, some concerns that ought to be considered comprise of development of ICT related skills amongst student and staff, resources and support team for administrative, technical and pedagogical. Resources, ICT facilities, curriculum and assessment, should also be considered. Consequently, an integration plan for ICT offers a detailed blueprint of the steps and methods required for translating the ICT vision of a school into reality.
2.5.2 ICT infrastructure level and accessibility
According to Gulbahar (2005), use ofrelevant resources of hardware and software is a key feature to technology diffusion. Recently, majority of schools have diverse types of technological infrastructure together with the necessary electronic resources. For example, a school in Australia provided personal notebook computers together with personal web spaces, workspace for all students from year five and above as well as teachers. There is video conferencing, and the school is fitted with internet, and this enables it to place all its resources online. These can be accessible through radio connections from home and school. Using of radio in this school is perceived to be an innovation that has entirely transformed the nature of learning and learning.
A majority of teachers in this school has integrated technology into their processes of teaching and learning. This consciousness became visible after seeing the potential of online lessons and possibility to create shared teaching materials that are net-based. As a result, software and hardware network infrastructure ought to be present for ICT integration in education. Forward looking planning, appropriate resourcing, linked closely to what is needed by teachers are vital (Albirini, 2006).
In addition, Albirini, (2006) undertook a study that was examining factors that related to the attitudes of teachers towards technology. A questionnaire was designed for collecting evidence from English teachers from a high school on their cultural perceptions, computer access, personal characteristics, and perceptions of computer attributes. The sample consisted of 252 female and 63 male teachers. The results were showing that a considerably high percentage of the participants (56 percent) were having personal computers with only 33 percent of the participants had access to computer at school. This number demonstrates that the inadequacy of computers in schools, specifically for use by teachers. Therefore, the findings by Albirini justified this worldwide felt barrier that access to the computer has often been among the most crucial technology adoption obstacles.
Butler and Sellbom (2002)noted that many scholars proposed that lack of finances for obtaining the required hardware and software is among the reasons why teachers have not been using technology in class. There is a correlation between computer use and their availability. Teachers with computers in their classes have a high likelihood of using them in instruction as compared to teachers without computers. More than 50% of teachers with computers in their schools utilize them for activities related to lesson preparation and research. In the research by Sellbom (2002), mostof theteachers surveyed cited indicated to have limited access to computers, and this was a barrier for effective use computer in the class. As a result, effectual technology use is depended on hardware and software availability together with access equity to resources by administrative staff, students and teachers.
2.5.3 Availability of time for experimenting, reflecting and interacting
According to Bangkok (2004), lack of time is a factor hindering integration of technology in schools. This barrier is evident in two ways: schedule time and release time. In this study, many participants thought that failure to have release time was the most significant factor preventing them in use of computers in their classes, and for preparation of materials for using in classes. Teachers had the feeling that with their classes being scheduled regularly, they never had adequate opportunity to engage in computer use practice, in their classes. About 80 percent of the teachers participating in the study stated that there was no sufficient time for students to use computers. Although some teachers had a genuine need for using computers with their student, enough time for doing this, was not available. Therefore, lack of time necessary to incorporate technology into the curriculum effectively is a common concern.
2.5.4 Availability of support for using computer in the work place
Failure to have a technicalsupport is among the major barriers has resulted to underutilization of computers in class. Teachers are hesitant to use computers since they are not sure of the person to contact for assistance in things do not work. Butler and Sellbom (2002), undertook a study on barriers for technology adoption in learning and teaching. In this study, they evaluated the role of technical staff in integration of technology in learning and teaching process. They made a recommendation that schools ought to work to enlighten the support staff that reliability is very crucial, specifically concerning classroom technology.
Schools should purchase technologies that are highly reliable. The systems should be improved for checking and maintenance of classroom technologies. New approaches should be created to ensure that exceptionally speedy responses are made to breakdowns; Novel classroom technologies ought to be by the faculty prior to their installation. Classrooms should have similarities and any disparities in the classrooms should be documented as necessary. The faculty should be helped to learn by encouraging discussions in the faculty in regard to teaching, technology and learning.
Faculty who have used and evaluated technology impact on learning should be identified. Then a conference or workshop should be planned in a manner that this information is available to faculty. Faculty should be encouraged to evaluate and access the technologies impact on learning. Poor and inadequate attitudes and behaviors should be identified. There ought to be a rapid system with the capability of dealing with the diverse challenges. Consequently, lack of technical support is extremely strenuous to the teacher. This may affect the willingness of a teacher in adopting technology in teaching and learning Trinidad and Tong, 2005).
Chapter three
3.0 Research Methodology
3.1 Introduction
This section will focus on the research methodology used in the study. It contains the following sections: research design, data analysis and collection, sample and sampling techniques, and population.
3.2 Research design
The focal point of the research is to understanding the barriers hindering teachers from the integration of technology into the curriculum. As a result, the study intended to achieve research objectives and find answers to the research question. The enormity of barriers that may prevent language teachers from integrating technology into the learning and teaching process will be a critical component of this study. The study will also determine the technology anxiety of language teachers, and the extent to which technology has been integrated into the teaching process. Teachers rarely observe or articulate what they believe.
Additionally, teachers may unconsciously hold some beliefs if they are not popular. As a result, it is not adequate to investigate teacher beliefs on merely the talk of the teacher, and this inadequacy afflicts studies that by focusing absolutely on actions of teachers, neglect the talk of teachers. In line with this suggestion, the research will follow qualitative methods in collecting data from various sources of data. Particularly, the research will rely on interviews, documents and classroom observation of about three months. The collected documents will comprise of PowerPoint slides, handouts, lesson plans, syllabi and products created by students.
3.3 Qualitative versus Quantitative Research
Qualitative research is ‘subjective’ in nature compared to quantitative research. Qualitative research involves reflecting and examining of less tangible aspects such as perceptions, attitudes, and values. Qualitative research is defined by terms such as positivism and empiricism (Taylor, 2005). Qualitative research stems from scientific approaches used in physical sciences. It can be used to examine and test causal and effect relationships using deductive approaches. The deductive approach offers the researcher an organized analysis of the established ideas which belong to different people.
At the same time, quantitative research tests the theories deductively from hunches or perspectives about the subject to be studied, proposed results for the study or existing knowledge (Taylor, 2005). In this case, the researcher will get to understand the attitude and beliefs of teachers in regard to integration of technology in the classroom. At the same time, the researcher will be able to identify more problems associated with technology integration. This will be achieved by using methods such as focus groups and interviews.
Unlike quantitative approach, qualitative approach develops the idea inductively. Here, there is no need to quantify or count the findings since the language employed describes the research process (Taylor, 2005). A qualitative approach can be used in the real world from the subject’s viewpoint and not the researcher’s. It is a systematic approach that helps the researcher to understand the teachers and their nature technology integration (Taylor, 2005). It describes some of the features of any phenomenon. For instance, the researcher will be able to understand what the teachers think of about technology integration. The qualitative approach can be described as idealistic and humanistic approach or phenomenology (Taylor, 2005).
The results from qualitative approach may be used to entire population. For sampling, procedures for qualitative and quantitative approaches are not only complex, but also adhere to the principles of the data collection methods. Both methods need a sample to be used which is representative of the objects or larger group of people. Quantitative approach uses random choice of the sample; participants are chosen randomly. The study group can be used to identify general laws, which can be applied to the rest of the population using statistical sampling. The weakness of the quantitative method is that random choice is time wasting since the result is derived from opportunistic sample. This deters the chances of generalizing particularly when the test group is too small (Taylor, 2005).
On the other hand, due to the data required and in-depth nature of studies in qualitative research, a selective sample is used. This implies that qualitative method has a small population validity. Qualitative approach strength is that the test group in well-defined and results can be generalised to other population (Ercikan, 2009). The results from this study will be used to explain why most teachers do not integrate technology in teaching and learning processes.
Qualitative approach allows the researcher to spend additional time with the participants. In quantitative and qualitative approaches, the researcher maintains an unbiased view to understand the details (Creswell, 2003). However, in quantitative research, some methods such as postal questionnaire surveys may need no direct interaction with the participants. It may also be maintained that interview surveys need the researcher not to interact with the participants directly particularly if the research assistants perform the interviews. Qualitative approach has strengths on the subject of interaction between respondent and researcher. One of the strengths of this interactive approach is that the examiner gets firsthand information which is valuable to the study. As the respondent, and researcher ‘spend’ more time together, the information is expected to be valid and honest (Holloway & Wheeler, 2010).
However, the weakness of the interactive approach is that it may turn out to be pseudo-therapeutic. This may complicate the research process as well as extend the researcher’s responsibilities. The chance of becoming involved with the participants may also bring about the researcher having difficulty in unravelling his/her own experience from those of his/her participants causing subjectivity issues. This can be described as going ‘native’; that is the examiner stops being an examiner and becomes the contributor instead. In spite of everything, this is not completely negative because it enables better understanding of the participants (Creswell, 2003; Ercikan, 2009). Here, the researcher will gather more views about electronic commerce applications.
Unlike quantitative approach, qualitative provides a greater understanding of the given problem. In terms of methods, the procedures of research used in the quantitative method include experimental, quasi-experimental, correlation, and descriptive research (Creswell, 2003). The strength of the above methods is that they provide enough information regarding the relationships among the variables being studied to control the future results and enable prediction, as well. This is achieved by manipulating the independent variables to study its impact on the dependent variables. This strength can be a weakness of this method particularly if it is an organizational study (Creswell, 2003).
The method seems to consider the individual’s experiences as unimportant since human beings are likely to react and respond to the environment (Ercikan, 2009). This brings about difficulties in organizational studies because the organization relies on the holistic view of individuals and their environment. In contrast, qualitative approach has methods such as ethnography research and grounded theory (Holloway & Wheeler, 2010). The strength of this approach is that it allows realisation of ‘deeper’ understanding of the participants. It allows the participants to raise topics and issues which the researcher may well have omitted in the research design (Creswell, 2003).
It will be possible to gather personalized opinions from the target population of the study by use of qualitative research. This approach seeks answers to different questions, generates answers that were not determined beforehand, and findings can be applied further than the immediate limits of the study (Creswell, 2003). Finally, the literature review derived from previous studies on motivational factors in regard to use of technology will form the theoretical base for this study. The study focuses the barriers technology on integration of processes of teaching and learning, and this calls for a strong theoretical background. The qualitative interviews will be linked to the study’s theoretical aspects to meet the aim and objectives of the study.
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