This document summarizes the findings of a survey of 180 French language teachers on their readiness and willingness to integrate information and communication technologies (ICT) into their teaching practices. The main findings were: 1) About one-third of teachers expressed reluctance or rejection of integrating ICT; 2) Younger teachers were more likely to use ICT, but meaningful pedagogical use required 6-7 years; 3) Merely making ICT tools available does not ensure teachers will use them effectively. Key barriers included lack of time, competence, and confidence in ICT skills.

1. How ready are French language teachers to integrate ICT into their professional practice? Barcelona, CMC & Teacher education workshop Nicolas Guichon

3. Different functions of technology for L2 learning and teaching Function of technology Examples Control exercised by 1. Manage classes and prepare courses Administration tools, Internet sites The teacher 2. Broadcast Interactive whiteboard The teacher, sometimes the learners 3. Create et edit resources Publishing software The teacher, sometimes the learners 4. Communicate online Email The learners, sometimes the teacher 5. Collaborate and interact online Videoconferencing The learners

8. Personal use of ICT Every day 1 or 2 /week 1 to 3 times / month never To send email 79.4% 15.0% 4.4% 1.1% To use the internet for practical reasons (booking, banking, etc.) 66.1% 26.1% 5.6% 2.2% To download sound or video files 11.1% 21.7% 33.3% 33.9% To participate in social networks (Facebook, union online forum, etc.) 12.8% 18.3% 17.2% 51.7% To chat online (Skype, MSN) 11.7% 11.1% 18.9% 58.3%

9. Degree of appropriation of ICT tools for personal purposes Number % Punctual users <0 - 6> 37 20.6% Regular users <7 - 12> 108 60.0% Keen users <13 - 18> 35 19.4% Total 180

10. Intensit y of use of ICT tools to develop learners’ language competences never rarely quite often regularly Listening 25.0% 32.2% 23.9% 18.9% Reading 27.9% 39.1% 23.5% 9.5% Writing 43.3% 38.3% 11.1% 7.2% Speaking 45.6% 28.3% 13.9% 12.2% Interacting 49.4% 35.0% 9.4% 6.1% Developing intercultural skills 30.0% 36.1% 21.7% 12.2%

11. Actual or intended use of ICT tools for teaching Yes No No, but I would like to try Enrich courses with authentic documents 87.8% 4.4% 7.8% Make learners carry out online research 83.3% 6.7% 10.0% Set up a telecollaborative project 10.0% 37.2% 52.8% Start a class blog and use it in a pedagogical sequence 1.7% 57.2% 41.1% Start a class forum and use it in a pedagogical sequence 3.9% 71.7% 24.4% Start a class wiki and use it in a pedagogical sequence 2.2% 79.4% 18.3%

12. Degree of appropriation of ICT tools for pedagogical purposes Number % Reluctant users <0 - 4> 67 37.2% « Voluntarist » users <5 - 8> 102 56.7% Enthusiast users <9 - 18> 11 6.1%

13. Perceived obstacles to explain teachers’ reluctance to use ICT tools No, not at all 2 3 4 Yes, absolutely Lack of pedagogic pertinence 42.8% 24.4% 21.1% 10.6% 1.1% Lack of equipment 12.2% 12.2% 25.6% 18.9% 31.1% Lack of support 7.2% 18.3% 26.1% 21.7% 26.7% Lack of time 3.3% 7.2% 19.4% 28.9% 41.1% Lack of training 10.0% 13.3% 24.4% 26.1% 26.1%

20. Formation TIC / ancienneté dans le métier d'enseignant <0 - 2> <3 - 5> <6 - 10> <11-20> <21-30> <31 +> Total Oui, en formation initiale 71,4 78,6 32,7 19,3 9,1 22,2 30,6 % Oui, en formation continue 14,3 21,4 40,4 64,9 59,1 29,6 45,2 % Non jamais 14,3 26,9 15,8 31,8 48,1 24,2 % Total (%) 100,0 100,0 100,0 100,0 100,0 100,0 100 % Effectif 13 12 47 54 22 26 174