Exploring the Correlation between Professors’ Use of ICT in Teaching and the Levels of Institutional Support

Drissia Chouit, Abdelhamid Nfissi, Hicham Laabidi

Abstract


The implementation of computer technologies in education has become the main goal of many educational reforms throughout the globe. Like many other nations, the Moroccan kingdom has understood the importance of using computers in schools and universities. For this reason, the Moroccan government has launched numerous projects aiming at the diffusion of Information and Communication Technologies (ICT) in education system. To prepare students to face the challenges of the twenty-first century, teachers should integrate computer technologies into their teaching practices. These modern technologies are very beneficial for both teachers and students. They help teachers develop professionally through the use of various ways of teaching. Students, on the other hand, can increase their achievements in the sense that they access several materials. The use of ICT in classroom practices is extremely significant for providing opportunities for students to function appropriately in an information age. This paper aims to examine the relationship between professors’ use of computer technologies for pedagogical purposes and the levels of encouragement provided by their institutions. Descriptive analysis of means, and standard deviations were used to analyse the collected data. Also, inferential statistics, mainly Pearson Product Moment Correlation, were employed to account for this correlation. The findings revealed that there is a strong positive correlation between the two variables, r = 0.59, p < .01.

Keywords


computer technologies, educational reforms, information and communication technology, teaching practices, information age

Full Text:

PDF

References


Alj,O.,& Benjelloun, N. (2013). Intégration des TIC dans l’enseignement des sciences physiques au Maroc dans le cadre du programme GENIE : Difficulés et obstacles. International Journal of Technologies in Higher Education, 10 (2), 49-65.

Atkins, N. E., & Storey-Vasu, E. (2000). Measuring knowledge of technology usage and stages of concern about computing; A study of middle school teachers. Journal of Technology and Teacher Education, 8(4), 279-302.

Bailey, G., & Lumley, D. (1997). Technology staff development program—A leadership sourcebook for school administrator's. Bloomington Ind: National Educational Service.

Bailey, Ross, & Griffin (1995). Barrier to curriculum-technology integration in education: Are you asking the right questions? Catalyst for Change 25 (1), p. 16.

Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95–100.

Bower, B. (2001). Distance education: Facing the faculty challenge. Online Journal of Distance Learning Administration, 4(2). Retrieved January 11, 2015, from http://www.westga.edu/~distance/ojdla/summer42/bower42.html

Brill, J. M., & Galloway, C. (2007). Perils and promises: University instructors’ integration of technology in classroom-based practices. British Journal of Educational Technology, 38(1), 95–105.

Cameron K. S., and Ulrich, D. O. (1986). Transformational leadership in colleges and universities. Higher education: Handbook of Theory and Research. New York: Agathon Press, 2 (1), 1-42.

Chapelle, C. A. (2001). Computers applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.

Chiero, R. T. (1997). Teachers’ perspectives on factors that affect computer use. Journal of Research on Computing in Education, 30(2), 133-145.

Cuban, L. (1996). Teachers and machines. New York: Teachers College Press.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47 61. Retrieved July 2nd, 2015 from http://cseproxy1.cse.edu/login?url=http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml

Fatmi, H.(2013). Factors affecting Moroccan teachers’ ICT integration. In M.Larouz (ed), ICT in education, future prospects and potential challenges (pp.107-128). Proceedings of the 1st International Conference on ICT in Education, Faculty of Arts and Humanities, Meknes, Morocco.

Fullan, M. G. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.

Grant, M.M., Ross, S.M., Wang, W., & Potter, A.(2005). Computers on wheels: An alternative to ‘each one has one’. British Journal of Educational Technology, 36(6), 1017-1034.

Hamdy, A. (2007). ICT in education in Morocco. Retrieved 12 10, 2014 from http://www.infodev.org/infodev-files/resource/InfodevDocuments_418.pdf

Hashemi, Ali. (2016). The Impact of Information and Communication Technology (ICT) on Teaching English to College Students. EFL JOURNAL, 1(3), 2016

Hong, K. S., & Koh, C. K. (2002). Computer anxiety and attitudes toward computers among rural secondary school teachers: A Malaysian perspective. Journal of Research on Technology in Education, 35(1), 27-48.

Hsin-Kai, W., Ying-Shao, H. and Fu-Kwun, H. (2007). Factors affecting teachers‟ adoption of technology in classrooms: Does school size matter? International Journal of Science and Mathematics Education, 6: 63-85

Kariuki, M. (2004). Factors influencing pre-service teachers‟ use of laptops for teaching/learning purposes during practicum. European Journal of Social Sciences 7, (1)

Kosak, L., Manning, M., Dobson, E., Rogerson, L., Cotnam, S., Colaric, S., et al. (2002). Prepared to teach online? Perspectives of faculty in the University of North Carolina System. Online Journal of Distance Learning Administration, 7(3). Retrieved October 10th , 2015, from http://www.westga.edu/~distance/ojdla/fall73/kosak73.html

Kotrlik, J.W., & Smith, M.N.(1989). Computer anxiety levels of vocational agricultural teachers. Journal of Agricultural Education, 30, 41-48.

Marcus, J. A. (1986). Diffusion of innovations and social learning theory: Adoption of the context text-processing system at Stanford University. Dissertation Abstracts International, A 46/12, 3553 (University Microfilms No. AAT 8602506).

Nachmias, R., Mioduser, D., Cohen, A., Tubin, D., & Forkosh-Baruch, A.(2004). Factors involved in the implementation of the pedogogical innovations using technology. Educational and Information technologies, 9(3), 291-308.

Norum, K. E., Grabinger, R. S., & Duffield, J. A. (1999). Healing the universe is an inside job: Teachers’views on integrating technology, Journal of Technology and Teacher Education, 7(3), 187-203.

O’Dwyer, L.M., Russell, M. & Bebell, D.J. (2004). Identifying teacher, school and district characteristics associated with elementary teachers’ use of technology: A multilevel perspective. Education Policy Analysis Archives, 12(48). Retrieved December 10th , 2014 from http://epaa.asu.edu/epaa/v12n48/.

Pajo, K. & Wallace, C. (2001). Barriers to the uptake of web based technology by university teachers. Journal of Distance Education, 16(1), 70-84.

Roberts, F. D., Kelley, C. L., & Medlin, B. D. (2007). Factors influencing accounting faculty members’ decision to adopt technology in the classroom. College Student Journal, 41(2), 423-435.

Rogers, P. L. (2000). Barriers to adopting emerging technologies in education. Journal of Educational Computing Research, 22(4), 455-472.

Sahin, I., & Thompson, A. (2006). Using Rogers’ theory to interpret instructional computer use by COE faculty. Journal of Research on Technology in Education, 39(1), 81–104.

Sahin, I., & Thompson, A. (2007). Analysis of predictive factors that influence faculty members’ technology adoption level. Journal of Technology and Teacher Education, 15(2), 167–190.

Sandholtz, J.H, Ringstaff, C. and Dwyer, D.C. (1997) Teaching with technology : Creating student-centered classrooms. New York: Teachers College Press.

Sife, A. S., Lwoga, E. T. and Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development using Information and Communication Technology, 3 (2), 57-67

Spodark, E. (2003). Five obstacles to technology integration at a small liberal arts university. T.H.E. Journal, 30(8), 14–24.

Steel, J., & Hudson, A. (2001). Educational technology in learning and teaching: The perceptions and experiences of teaching staff. Innovations in Education and Teaching International, 38(2), 103–111.

Swan, K., & Dixon, J. (2006). The effects of mentor-supported technology professional development on middle school mathematics teachers’ attitudes and practice. Contemporary Issues in Technology and Teacher Education, 6(1).

Tusubira, F. and Mulira, N. (2004). Integration of ICT in organizations: Challenges and best practice recommendations based on the experience of Makerere University and other organizations, Paper presented at the International ICT Conference held at Hotel Africana, Kampala, Uganda. 5th to 8th September, 2015.

Van Melle, E., Cimellaro, L.,& Shulha, L.(2003). A dynamic framework to guide the implementation and evaluation of educational technologies. Education and Information Technologies, 8(3), 267-285.




DOI: http://dx.doi.org/10.21462/jeltl.v2i1.39

Refbacks

  • There are currently no refbacks.






JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email:journal.eltl@gmail.com


Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: