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Education and Information Technologies

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05.11.2016

Technology integration in EFL classrooms: A study of Qatari independent schools

verfasst von: Youmen Chaaban, Maha Ellili-Cherif

Erschienen in: Education and Information Technologies | Ausgabe 5/2017

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Abstract

The purpose of this study was to examine the impact of teachers’ individual characteristics and perceptions of environmental factors on the extent of technology integration into EFL (English as a Foreign Language) classrooms. To this end, a national survey examining EFL teachers’ perceptions was conducted at Qatari Independent Schools. A total of 263 teachers responded to the survey, which investigated technology availability and support, teachers’ value and self-efficacy beliefs, obstacles to technology integration, and formal technology preparation. The analysis of the data included descriptive statistics and multiple linear regression analysis determining the relationship among these factors. Teachers revealed consistent perceptions about obstacles to integration, high levels of confidence in using technology, and consistent beliefs about the importance of using technology as a learning tool. The extent of technology integration was predicted by technology availability, perceived importance, and formal training. The findings can assist with the technology advancement and development efforts in reform communities, similar to the Qatari context, by indicating the areas of strength and areas where additional efforts are needed. The results will lay the foundation for policymakers, teacher educators and professional development providers about current aspects and pending issues determining technology integration, thus enabling them to make better-informed decisions.

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Titel: Technology integration in EFL classrooms: A study of Qatari independent schools
verfasst von: Youmen Chaaban
Maha Ellili-Cherif
Publikationsdatum: 05.11.2016
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 5/2017
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-016-9552-3

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