Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers’ perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers’ pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers’ use of technology in teaching. Language Teachers’ Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

[1]  Darrell L. Butler,et al.  Barriers to Adopting Technology for Teaching and Learning , 2002 .

[2]  Henry Jay Becker,et al.  Constructivist-Compatible Beliefs and Practices among U.S. Teachers. Teaching, Learning, and Computing: 1998 National Survey Report #4. , 2000 .

[3]  Steve Walsh,et al.  Technology uptake in Chinese EFL classes , 2011 .

[4]  S. Mumtaz.  Factors affecting teachers' use of information and communications technology: a review of the literature , 2000 .

[5]  I. Ajzen.  The theory of planned behavior , 1991 .

[6]  Robert Fox,et al.  Understanding Teacher Mindsets: IT and Change in Hong Kong Schools , 2005, J. Educ. Technol. Soc..

[7]  Martyn Wild.  Technology refusal: Rationalising the failure of student and beginning teachers to use computers , 1996, Br. J. Educ. Technol..

[8]  Trena M. Paulus,et al.  The Impact of Call Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in Teacher Education , 2002 .

[9]  David Brian Williams,et al.  What Do Faculty Want , 2001 .

[10]  J. Ziviani,et al.  Barriers to the use of assistive technology for children with multiple disabilities. , 2004, Occupational therapy international.

[11]  Gordon B. Davis,et al.  User Acceptance of Information Technology: Toward a Unified View , 2003, MIS Q..

[12]  W. Veen,et al.  The Role of Beliefs in the Use of Information Technology: implications for teacher education, or teaching the right thing at the right time , 1993 .

[13]  Nike Arnold,et al.  Technology-Mediated Learning 10 Years Later: Emphasizing Pedagogical or Utilitarian Applications? , 2007 .

[14]  G. Bradley,et al.  Computer Experience, School Support, and Computer Anxiety , 1997 .

[15]  M. Pajares,et al.  Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct , 1992 .

[16]  Peggy A. Ertmer.  Teacher pedagogical beliefs: The final frontier in our quest for technology integration? , 2005 .

[17]  R. Walls,et al.  Teachers’ Beliefs and Technology Practices , 2009 .

[18]  Dorothy Williams,et al.  Teachers and ICT: current use and future needs , 2000, Br. J. Educ. Technol..

[19]  Fred D. Davis.  Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology , 1989, MIS Q..

[20]  J. Mangan,et al.  Subject Cultures and the Introduction of Classroom Computers. , 1995 .

[21]  Dee L. Fabry,et al.  Barriers to the Effective Use of Technology in Education: Current Status , 1997 .

[22]  Li Li.  Understanding language teachers' practice with educational technology: A case from China , 2014 .

[23]  Peggy A. Ertmer,et al.  Teacher beliefs and technology integration practices: A critical relationship , 2012, Comput. Educ..

[24]  Shih-Hsiung Liu,et al.  Factors related to pedagogical beliefs of teachers and technology integration , 2011, Comput. Educ..

[25]  Dale Goodhue,et al.  Task-Technology Fit and Individual Performance , 1995, MIS Q..

[26]  Joan E. Hughes,et al.  The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy , 2005 .

[27]  Kwang Hee Hong,et al.  CALL teacher education as an impetus for L2 teachers in integrating technology , 2010, ReCALL.

[28]  N. Garrett.  Technology in the Service of Language Learning: Trends and Issues , 1991 .

[29]  Peggy A. Ertmer,et al.  Teacher Technology Change , 2010 .

[30]  Sarah M. Butzin,et al.  Project CHILD: A Proven Model For the Integration of Computer and Curriculum in the Elementary Classroom , 2004 .

[31]  Timothy Teo,et al.  Unpacking teachers' acceptance of technology: Tests of measurement invariance and latent mean differences , 2014, Comput. Educ..

[32]  Larry Cuban,et al.  High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox , 2001 .

[33]  Peggy A. Ertmer,et al.  Thrust into Technology: How Veteran Teachers Respond , 2001 .

[34]  Doris Lee.  Factors Influencing the Success of Computer Skills Learning Among In-Service Teachers , 1997, Br. J. Educ. Technol..

[35]  Mike Levy,et al.  Technologies in Use for Second Language Learning , 2009 .

[36]  Timothy Teo,et al.  Factors influencing teachers' intention to use technology: Model development and test , 2011, Comput. Educ..

[37]  Peggy A. Ertmer.  Addressing first- and second-order barriers to change: Strategies for technology integration , 1999 .

[38]  Willem J. Pelgrum,et al.  Obstacles to the integration of ICT in education: results from a worldwide educational assessment , 2001, Comput. Educ..

[39]  S. Hennessy,et al.  Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change , 2005 .

[40]  Thomas A. Brush,et al.  Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research , 2007 .