Teachers' Attitudes to ICT Research Papers (original) (raw)

Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set.
Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools.
Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.

- by Melissa Bond and +2
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- Educational Technology, Higher Education, Digitization, Digital Media & Learning

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers' attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants' attitudes towards CLT principles: " place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process. " The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers' communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

- by Arab World English Journal (AWEJ)
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- Iraq, Teachers' Attitudes to ICT, Communicative Competence, Clt

Listening is one of the four language skills and works behind other skills, especially behind speaking. This study aimed to reveal the challenges of implementing listening practice using audio materials in EFL classroom in Bangladesh. Self-administered questionnaires and 4 FGDs were used to collect data from the respondents who were randomly selected from 10 secondary schools, 2 teachers and 5 students from each. The study found that the respondents from regular schools face more challenges than those are from EIA intervention schools and the challenges emerged from lack of technical support and access to audio materials in regular schools.

This paper is a report of a study carried out to establish the relationship that existed between principals' Perception towards computer application and the actual computer use by principals in public secondary schools in Kiambu County. Computer use in schools administration is a contemporary issue in the improvement of quality leadership in schools. The study was triggered by the need for effective leadership in schools which would lead to improved academic performance in Kiambu County, a county surrounding the Kenyan capital city of Nairobi.. The study adopted descriptive survey research design. The target population for this study was 307 principals of public secondary schools in Kiambu County. The study sample comprised of 205 principals which translated to 67% of the target population. Simple random and purposive sampling techniques were used in the selection of the respondents. A questionnaire was used for data collection. Relationship between the two variables under study was established by use of spearman rho. Descriptive statistics and Pearson's Chi-square test of independence through the Statistical Package for Social Sciences (SPSS) were used to test the null hypotheses. The study found out that principal's attitude towards use of computers influenced the use of computers among school principals. The study recommended that the MOE in collaboration TSC to mount regular ICT workshops to sensitize school principals on the need to use computers in school administration with a view of changing their attitudes towards computer use.

Se establecieron las evidencias de validez de contenido mediante juicios de expertos, así como también validez de constructo a través de los análisis factoriales: exploratorio y confirmatorio; por último, se determinaron los índices de confiabilidad por medio de alfa de Cronbach para un instrumento que mide actitudes docentes ante el uso de una herramienta tecnológica proporcionada por un programa gubernamental en México. El estudio se realizó en una muestra de docentes de escuelas primarias públicas (N=203) ubicadas en un municipio del estado de Sonora. Los resultados permitieron obtener un modelo de medición empíricamente sustentable formado por ocho ítems agrupados en dos factores: Mi CompuMx como apoyo a la gestión y Mi CompuMx como apoyo en el aula (2= 22.33, p= .268, CMIN = 1.17; GFI = .94; CFI = .99; NFI = .96; RMSEA = .04). Se concluyó que el instrumento puede servir como apoyo a diversas investigaciones y para la toma de decisiones en mejora del programa federal puesto que éste puede ser aplicado en contextos similares y ser respondido de manera rápida por su parsimoniosidad.

- by Jesús A Beltrán-Sánchez and +1
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- Teachers' Attitudes to ICT, Psicometria, Psicometría, Actitudes docentes hacia las TIC
- by Nathaniel Owen
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- Education, Clustering and Classification Methods, Social Media, Survey Research

Suggested Citation: Al Bataineh, M., T. (2014). The relationship between social studies teachers' attitudes towards technology and their perceptions of competency needed for implementing technology in their classrooms in Jordan. Abstract This study used a cross-sectional survey design to examine the relationship between the attitudes of seventh to twelfth-grade social studies teachers and their perceptions of the competency needed toward implementing technology into their classrooms. Also, it investigated the extent to which the combination of teaching experience, grade-level taught and gender, predict teachers' attitudes toward implementing technology into their classrooms. Furthermore, this study explored the extent to which the combination of teachers' attitude, teaching experience, grade level taught and gender predict teachers' perceptions of the competency needed toward implementing technology into their classroom. The convenience sample of Jordanian social studies teachers (n = 221) was a blend of male (n = 135) and female teachers (n = 86). The results showed that teachers with relatively high positive attitudes toward implementing technology were far more likely to have high perceptions of competency needed for implementing technology in social studies classrooms. The results also showed that the combination of teaching experience, grade-level taught, and gender variables were a statistically significant predictor of attitudes. Meanwhile, the combination of teaching experience, grade-level taught, gender, and attitude variables predicted about eighty percent of teachers' perceptions of competency scores, which is extremely high.

This paper is a report of a study carried out to establish the relationship that existed between principals’ Perception towards computer application and the actual computer use by principals in public secondary schools in Kiambu County. Computer use in schools administration is a contemporary issue in the improvement of quality leadership in schools. The study was triggered by the need for effective leadership in schools which would lead to improved academic performance in Kiambu County, a county surrounding the Kenyan capital city of Nairobi.. The study adopted descriptive survey research design. The target population for this study was 307 principals of public secondary schools in Kiambu County. The study sample comprised of 205 principals which translated to 67% of the target population. Simple randomand purposive sampling techniques were used in the selection of the respondents. A questionnaire was used for data collection. Relationship between the two variables under study was ...

- by Paul Maithya
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- Teachers' Attitudes to ICT, Computer Use
- by Terese Bird
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- Psychology, Education, Clustering and Classification Methods, Social Media
- by Nathaniel Owen and +1
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- Clustering and Classification Methods, Social Media, Teachers' professional development, Factor analysis

This chapter describes a process for the implementation of data collection technology that the authors introduced into the science and mathematics methods courses for preservice elementary-school teachers in a public, urban college. The curriculum of the methods courses was developed to include inquiry-based
lab activities that utilize probeware and various data collection interfaces. The lesson plans and the reflections that the authors collected from the 124 preservice teachers over three semesters show that the courses not only exposed them to a variety of data collection instruments, but also changed their attitudes and confidence levels about using such technology in the classroom. The results of this project suggest that preservice teachers perceive data collection technology as a tool for the clear demonstration of otherwise hard to teach science and mathematics concepts to their students. After using data collection technology in their method courses, preservice teachers were able to create their own inquiry-based activities, in which their students were involved in collecting real time data, generating hypotheses, analyzing data, and drawing conclusions. The data collected from the preservice teachers also showed that they needed more experience and practice to better understand the benefits of this type of technology for their future students as well as for their own learning.