Perceptions of prospective teachers towards technology use in class

Eyyam, Ramadan; Meneviş, İpek; Dogruer, Nazan

doi:10.1016/j.sbspro.2010.07.016

Cited by 10 publications

(6 citation statements)

References 1 publication

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“…The results of the study revealed that the ESL teachers have a high level of positive overall attitude towards integrating technology in teaching. This result corresponded with the findings of other studies (Mollaei, & Riasati, 2013, Eyyam, et al, 2010Lau & Sim, 2008;Özdamli, et al, 2009). The findings also illustrated that there is no significant difference between teachers' attitude towards technology integration regarding their gender.…”

Section: Discussionsupporting

confidence: 93%

Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah

Rauf

Suwanto

2020

MJSSH

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Technology integration in teaching and learning activities has become one of the debatable issues among educators in recent years, especially since many countries have invested a large portion of their yearly budgets on technologies in education. As one of the developing countries, Malaysia has also spent millions and planned many programs and strategies to increase the technology integration level of teachers in schools. Despite that, the level of technology integration among teachers in Malaysia still needs a lot of improvement, especially in teachers' attitudes. This study examined English as a Second Language (ESL) teachers’ attitudes towards the use of technology in the teaching of English at secondary schools in Sabah. This is crucial to assist in planning for any future programs or trainings by the relevant authorities. The study applied quantitative method and used cluster sampling to choose participants which comprised 100 of ESL secondary school teachers in Sabah Findings of the study disclosed that ESL secondary school teachers in Sabah have positive beliefs and attitudes towards technology integration.

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Section: Discussionsupporting

confidence: 93%

Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah

Rauf

Suwanto

2020

MJSSH

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“…Helping individuals gain this competency is socially accepted as a teacher's duty and responsibility (Kurbanoğlu & Akkoyunlu, 2002). Most of the research on the Internet literacy of preservice language teachers and their views and experiences of using the Internet in language teaching so far has found that these teachers are positive towards using the Internet in language teaching (Cirit, 2015;Eyyam, Meneviş, & Doğruer, 2010;Khany & Boghayeri, 2013;Khassawneh, 2012;Kia Heirati & Ahmadi Alashti, 2015;Kuo, 2008;Shin & Son, 2007), with the notable exception of Hismanoglu (2012) who reported some negative attitutes toward information and communication technologies (ict) by preservice efl teachers studying in distance education programs.…”

Section: Introductionmentioning

confidence: 99%

Comparing the Internet Usage of Pre-service Language Teachers With Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

Fırat¹,

Serpil²

2017

PROFILE

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Comparación del uso de Internet entre docentes de idiomas en formación y docentes de otras áreas: educación a distancia frente a presencial Mehmet Firat1* Harun Serpil2 Los maestros juegan un papel crucial para facilitar que las personas adquieran competencias adecuadas para el uso de Internet. Esto requiere que los maestros mismos sean diestros en dichas competencias. El propósito de este estudio es investigar el uso de Internet, a distancia y dentro del campus, de los futuros profesores. Un total de 789 docentes en formación participaron en este estudio-encuesta. Los resultados muestran que los docentes, tanto dentro del campus como en los programas de aprendizaje a distancia, tienen un nivel medio en lo que respecta al uso de Internet. Los docentes más jóvenes y los mayores utilizan Internet con más frecuencia. Se ha encontrado que la suficiencia y la apropiación de la tecnología, así como la frecuencia de uso de Internet por parte de los futuros profesores de idiomas, son moderadas en comparación con docentes en formación de otras áreas.Palabras clave: educación abierta y a distancia, Internet en la educación, profesores de idiomas en formación. *

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“…Since optimism and innovation are considered by Parasuraman [1] to be contributors to technology readiness while discomfort and insecurity are inhibitors, it is possible to determine a total technology readiness score by designating the inhibitors as having negative values [23]. For the original TRI instrument without the reversing of items, by subtracting the inhibitors from the contributors, a mean total Technology Readiness (TR) score can be calculated.…”

Section: Analysis Methodsmentioning

confidence: 99%

“…The positive attitude of teachers will help teachers use more instructional technology tools and make learning more interesting and attractive for their students [20]. As they will be proficient in using different kinds of technological devices, their lessons will be more fun and students will be able to benefit more from the lessons [23]. The teachers, who have negative attitudes towards technology, are not expected to benefit well in this field and to insert efficiently the technology to education-teaching environment [24].…”

Section: Introductionmentioning

confidence: 99%

Technology Readiness of School Teachers - An Empirical Study of Measurement and Segmentation

Mohaidat¹

2013

Ind Eng Manage

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Technology Readiness Index (TRI) developed by Parasuraman was adapted to measure technology readiness of public school teachers in Abu Dhabi, United Arab Emirates. The study aims at better understand the factors (mostly demographics) that affect such readiness level. In addition, Abu Dhabi teachers are segmented into mainly five groups with the highest percentage being "laggards" and "explorers". The findings of this study suggest that the TRI could be considered a cross-culturally valid measurement scale for Abu Dhabi teachers too. Sample of study was (796) teachers in (105) different public schools. The teachers' overall mean technology readiness level was (3. 5767). With regard to TRI self-perception, there are no significant differences across subject area of the teachers and the grade level they teach. There are significant differences with regard to teacher's gender, background (nationality), and the number of students a teacher is responsible for. Other variables such as teacher's age, experience, education, and work location had partial effects.

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Perceptions of prospective teachers towards technology use in class

Cited by 10 publications

References 1 publication

Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah

Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah

Comparing the Internet Usage of Pre-service Language Teachers With Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

Technology Readiness of School Teachers - An Empirical Study of Measurement and Segmentation

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