MA Dissertation Abstract - on 'Technophilia or Technophobia: Exploring Teacher Autonomy in Learning ICT and Web Tools for the English Language Teaching Classroom

1. ABSTRACT
The learning of Information Communication Technology (ICT) and web tools within
English Language Teaching (ELT) has not been researched as widely as the use of
technology in general education. In addition, the concept of teacher-learner autonomy
has rarely been used in relation to the extent to which language teachers are self-directed
and take responsibility for their own learning in this area. This dissertation uses this
theoretical perspective as well as paradigms which typify an individual’s relationship with
technology. Taxonomy of current practices was first generated through a widely
advertised survey questionnaire, for which 106 responses were received. From this
emerged a picture of the kinds of technology and types of web tools that are currently
being used and why. Findings suggested that self-directed learning was fairly widespread
and that training was not expected by employees. The amount of autonomous behaviour
and responsibility that language teachers take for learning ICT tools was further explored
by a series of 14 interviews with teachers in very different contexts. This included the
perspective of teacher-trainers who painted a slightly different picture of the amount of
training which takes place in institutions. What emerges will be of interest to language
teachers wishing to find out how they compare with others in this area and those possibly
seeking ways to create more autonomy for themselves in the workplace.
i