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A Survey Study on English Teachers’ Use of Technology in Elementary Schools in Taiwan
Dr. Chih-Cheng Lin
technology integration into instruction
English teachers in elementary schools
This survey study was intended to investigate into the frequency and patterns of IT use among elementary school teachers in their EFL classrooms and their perceived effectiveness of IT integration into their instruction on teachers’ teaching, on students’ learning and on the curriculum design. It was also aimed to explore further into the major factors affecting their decision making and practices in IT integration into curriculum. For the quantitative research, 1,550 EFL teachers in elementary schools from all over Taiwan were recruited for responding to the questionnaire aimed to find out the participants’ frequency of IT use in English instruction and the IT facility they used as well as their perceived effectiveness of IT integration into instruction. As for the qualitative research, 15 EFL teachers in elementary schools from different parts of Taiwan were interviewed individually in order to collect more detailed and realistic data about their actual use of IT resources in their English instruction. The quantitative data was analyzed with descriptive statistics while the interviews were recorded, transcribed, coded, and further analyzed and interpreted. The results of both the questionnaire survey and interview sessions indicated that that the majority of participants used IT resources at least once a week. What’s more, a large proportion of them considered computer and projector basic and essential IT facilities whether in an ordinary homeroom classroom or in a special classroom. Next, most of the respondents and interviewees agreed on its beneficial effect whether on teachers’ teaching, on students’ learning, or on curriculum design. Finally, one major factor influencing EFL teachers’ IT use was whether they had ready access to an English classroom exclusively for English courses, which was equipped with a computer and projector. In addition, these teachers’ perceived effectiveness also led to teachers’ preference in integrating IT into English instruction. Other factors such as promotion projects sponsored by government education authorities, financial and mental support from school administration, great team spirits and teamwork among teaching staff, guidance and professional support from IT expertise in school, were all regarded as influential factors which would encourage teachers to make use of IT in their instruction.
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