Teachers Attitude towards ICT in English Language Classroom

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English and ICT have become major tools for education and communication worldwide due to global needs and acceptance of those skills. In recent years, those skills have been integrated in language learning classrooms where English is being taught through ICT equipment. Thus it has become the part of pedagogical practice in different countries e.g. Malaysia, Singapore, Taiwan, Hong Kong and so governments invest in integrating ICT with education. In Bangladesh, government and some other national and international NGOs are working to implement English language learning programs through the use of ICT. English in Action (EIA) is one of them which is implementing this innovation countrywide and providing training to the teachers for implementing the practice in the classroom. This study aims to find out teachers’ readiness, attitude and use of available ICT in language classroom under the EIA intervention.

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Teachers Attitude towards ICT in English Language Classroom

  1. 1. Teachers’ Attitude towards ICT in English Language Classroom 19th International Conference of NELTA Lalitpur, Kathmandu, Nepal Presenters Md. Shahriar Shafiq Researcher Institute of Education and Research
  2. 2. Background of the study  Due to global change English and ICT have become major tools for education and communication worldwide.  The use of those skills has been expanded day by day for the advancement of education.  In recent years, those skills has been integrated in language learning classroom where English is being taught through ICT equipment and it has been proved a vital innovation (McDougald, 2009). (continue…)
  3. 3.  Bangladesh government and many other national and international NGOs are working to implement English language learning programs through ICT.  The outcomes of this innovation depend on the teachers since they are the key personnel for educating the children.  It is required to measure teachers’ attitudes towards using ICT in English language classes, so remedial actions can be taken if necessary. Background of the study
  4. 4. Rationale of the study  Due to ICT related development in the field of education, countries regard ICT as a potential tool for change and innovation in education, especially in the English language and so make investments in ICT integration (Papanastasiou and Angeli, 2008; Kandasamy and Shah, 2013).  The government of Bangladesh is working on to implement multimedia classroom under A2I project including other ICT facilities such as ‘Shikkhok Batayon’ (UNDP, 2011).  ICT does not have an educational value in itself, but it becomes precious when teachers use it in the learning and teaching process (Hismanoglu, 2012).  A variety of substantial studies explored that not all teachers have been willing to introduce ICT into their language classrooms (Mumtaz, 2000; Williams et al., 2000; Baylor and Ritchie, 2002). (Continue…)
  5. 5. Rationale of the study  Rogers (1995) suggests in his theory of Diffusion of Innovation, technology adopters’ perceptions are indispensable to the innovation-decision process.  Studies should focus on users’ attitudes toward ICT integration in the early stages of technology implementation to provide support and training to the teachers for ICT integration in their classrooms (Rogers, 1995; Hismanoglu, 2012).  The present study relies mainly on prospective English language teachers because “the field of foreign language education has always been in the forefront of the use of technology to facilitate the language education process” (Lafford and Lafford, 1997).
  6. 6. Research Questions 1. To what extent teachers are ready for using ICT in English language Classrooms? 2. What is their attitude towards the use of ICT in the classrooms? 3. To what extent teachers use available ICT in the classrooms?
  7. 7. Methodology Nature of the study: Mixed method approach Respondents: 100 English language teachers of secondary level from EIA intervention schools Sampling technique: Convenient sampling Area: 10 upazilas from 5 out of 7 divisions in Bangladesh-  Kushtia Sadar and Gangni from Khulna division,  Jagannathpur and Sunamganj Sadar from Sylhet division,  Anwara and Ruma from Chittagong division,  Singra and Puthiya from Rajshahi division  Sutrapur and Mohammadpur from Dhaka division.
  8. 8. Sampling procedure (step by step) 5 divisions 2 districts from each division 1 upazila from each district 5 secondary schools form each upazila 2 teachers from each school
  9. 9. Data gathering instruments based on Research Questions Research Question No. Technique Sample size Remarks RQ 1 Questionnaire 100 100 questionnaires RQ 2 Questionnaire + FGD 150 100 questionnaires + 5 FGDs RQ 3 Questionnaire 100 100 questionnaires
  10. 10. Data Analysis Process
  11. 11. Findings  Teachers’ readiness varies on their age level. Young teachers (age level 20- 40) are comparatively ready for ICT use where older teachers (age level 41-60) have lack of readiness for using ICT.  Teachers showed satisfactory attitude towards the use of ICT.  There is a positive relation between teachers’ age and attitude towards ICT. Young teachers showed comparatively more positive attitude than the older.
  12. 12.  Teachers’ attitude towards the use of ICT also varies according to their ICT skills, teachers who have higher skills showed comparatively positive attitudes than those have lower skill.  Teachers’ level of using available ICT equipment in ELT is satisfactory.  There is a strong positive relationship between attitude towards ICT use and the actual level of use.  The level of ICT use is higher when the attitude towards the use of ICT is comparatively positive. Findings
  13. 13. Implications & Recommendations  This study gives a direction for policy makers to improve current policies regarding the use of ICT for ELT, especially direction regarding teachers’ motivation for using ICT more in class.  This study also explored the need of ICT training for teachers regarding ELT. Therefore teachers who have lack of ICT knowledge should provide training on ICT integration in English language classrooms.  Moreover, the study creates awareness that the older generation need more attention when it comes to getting familiar with new systems like ICT in Education.  In addition, the study also carries the implication that in order to enhance the use of ICT in the classroom one must tackle the problem at the source.  For example, the teachers’ attitude problems should be addressed if the authorities hopes to solve the problem of lack of ICT use in the classrooms since teachers’ attitude that determines their level of use of ICT in the classroom.
  14. 14. References Albion, P. R., & Ertmer, P. A. (2002). Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology. Tech-Trends, 46(5), 34-38. Alessi, S. M., & Trollip, S. R. (2001). Multimedia for Learning (3rd ed.). USA: Allyn andn Bacon. Barnett, R. (1994). The Limits of Competence: Knowledge, Higher Education and Society. Open University Press, Buckingham. Brown, D., & Warschauer, M. (2006). From the university to the Elementary classroom: Students’ experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599-621. Chan et al. (2007). Computer Education for Classroom Teaching. Malaysia: McGraw-Hill. Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319- 339. Kent N., & Facer K. (2004). Different worlds? A comparison of young people’s Home and school ICT use. Journal of Computer Assisted Learning, 20, 440-455. McDougald, J. S. (2009). The Use of Information and Communication Technology (ICT) in the EFL Classroom as a Tool to Promote L2 (English) among Non-native Pre-service English Teachers. Nair et al. (2012). ICT and Teachers’Attitude in English Language Teaching. Asian Social Science, 8(11), 8-12.

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