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6-2012 Cycle Three English Language Teachers’ Perceptions of Their ICT Use in Teaching English Language in the UAE. Ali Hussein Haidar Mohammed
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This Thesis is brought to you for free and open access by the Electronic Theses and Dissertations at Scholarworks@UAEU. It has been accepted for inclusion in Theses by an authorized administrator of Scholarworks@UAEU. For more information, please contact [email protected]. ),ioJl �j-SUI ulJLaYI Ci.sLal? Faculty of nited Arab Emirates University �u Education
United Arab Emirates University Faculty of Education Department of Curriculum and Instruction Ma ter of Education
Cycle Three Engli h Language Teachers' Perceptions of their ICT Use in Teaching
English Langu age in the UAE
By
Ali Hu ein Haidar Mohammed
A Thesis Submitted to
United Arab Emirates University For the Degree of Master of Education Curriculum and Instruction: English Language
June 2012 CYCLE THREE ENGLISH LANGUAGE TEACHERS' PERCEPTIONS OF THEIR ICT USE IN TEACHING ENGLISH LANGUAGE IN THE UAE
By
Ali Hussein Haidar Mohammed
Thesis Approved by:
Dr. Abdulrahman Almekhlafi ------Advisor and Chair = gQ?-tC�
Dr. Sadiq Abdulwahed Ismail Member
Dr. Najem Aldeen Alshaikh Member
June 2012 AB TRACT
Thl tud tried to cxarnll1e the perception of yc1e Three English language teachers'
(ElT ) of thclr Inti nnatlOn and Communicati e Technology (lCT) use. It places a pecificfo cu on a\\ arene of the u e of technology in Abu Dhabi Education Council schools in the UAE. The
tudy \\'a conducted on randomly elected 73 Cycle Three English language teachers� male and fe male. native and nonnative of diffe rent years of e perience in teaching Engli h language. A que tionnaire and ob ervation were adapted from the ationa! Educational Technology
tandard fo r Teacher ETS) and Performance Indicators. Re ults were analyzed u ing
tatl tical Package fo r the ocial Sciences (SP ), and the constant comparative method of data analysi . The finding ggestedsu that Engbsh language teachers in Cycle Three have low perception of their leT u e. Also there was no significant diffe rence in terms of year of experience in teaching English language. However, native English teachers perceive their reT use slightl uperior to their counterpart of nonnative English teachers.
Key �1'Ords: leT Use, Perceptions, lCT, Instruction, Teacher Attitudes, Engli h Education,
Planning, UAE Schools
III Table of ontent
...... b ·tract ...... III
Li t of Table ...... I
cknowledgement ...... Vll
Preface ...... VIIJ
CHAPTER 1. I TRODUCTIO ...... 1
...... Introduction to the Problem ...... I
...... Background of the tudy ...... 2
tatement of the Problem ...... 4
Purpose of the Study ...... 5
Re earch Que tion ...... 6
ignificance of the Study ...... 6
Definitions of Tenl1 ...... 7
CHAPTER II. LITERATURE REVIEW A D THEORETICAL FRAMEWORK ...... 13
Overvie",/...... 13
ICT and the UAE Context...... 13
lCT and English Language Leaming ...... 14
The Role of ICT in Teaching ...... 16
Teachers' ICT Use ...... 18
Teachers' Attitudes and Perceptions ...... 26
Theoretical Framework ...... 30
CHAPTER III. METHODOLOGY ...... 36
...... Overview ...... 36
Population and Participants...... 38
IV ...... Re De ...... earch Ign and Procedure ...... 40
...... In trument ...... 41
...... Que tionnalre ...... 41
...... Ob ervation ...... 42
Qualitative Data analy i ...... 43
Quantitati e Data analy is ...... 44
... alidity and Reliability ...... 46
Limitations of the ...... tudy . 46
l-lAPTER RE ULT ...... IV. . . 48
...... Overvie\v ...... 48
Re. ult ...... 48
Re earch Question 1 ...... 48
Re earch Que tion 2 ...... S7
Re earch Question 3 ...... S9
CHAPTER V. DISCUSSION, RECOMMENDATIO S AND CO CLUSION ...... 63
Overvie\v ...... 63 Di cussion of the Re ults ...... 63
Recommondations fo r Further Studie ...... 69
Conclusion ...... 71 REFERE CES ...... 73
APPE DICES ...... 84
Appendix A ...... 84
Appendix B ...... 90
.. ... Appendix C ...... 94
...... Appendix D ...... 9S
...... Appendix E ...... 100
v List of Table Table Page
...... Table I ...... 39
Table 2 ...... 43
Table 3 ...... 46
...... Tab ...... le . . . 4 ...... 49
Table 5 ...... 59
...... ble ...... Ta 6 ...... 50
...... Table 7 ...... 51
...... Table ...... 51
Table 9 ...... 52
Table 1 0 ...... 52
Table 11 ...... 53
Table 12 ...... 53
Table 13 ...... 54
Table 14 ...... 55
Table 15 ...... 55
Table 16 ...... 56
Table 17 ...... 56
Table 18 ...... 57
Table 19 ...... 58
Table 20 ...... 59
Table 21 ...... 61
Table 22 ...... 61
Table 23 ...... 62
VI CK -OWLEDGEME T
I would like to expre my deep gratitude to the participants who gave me their time to complete the urvey . 1 am thankful to my ad i or Dr. Abdunahman Almekhlafi who wa continuou Iy upportive. 1 am also grateful to both Dr. Sadiq Abdulwahed Ahmed Ismail and Dr.
egmeldm Al helkh fo r their kind contribution to the completion of my thesis. My appreciation
to AOE ,Al in Education Office, principal , advi or and teachers fo r their endless goe al 0 cooperation. I would like to thank all my instructor during the Master Program in the UAEU,
College of Education, who were dedicated and pared no effo rt helping us acquire all the nece ar research kill . Moreo er, great thanks go to the coordinator of the program Professor
Moluned Abdel Oayem who facilitates master program students' work. Finally, I would like to thank Profes or Don Pa ey, Sate Affiliation for allowing me to use and adapt this re earch questiOlU1aIre.
VII Preface
This the i i ba ed upon tudie conducted during the chola tic year 201 1 -2012 at the
Department of Curriculum and In truction , Faculty of Education, UAE University. The de criptl\c tudy was done at i of Al Aain Education Office chools, UAE.
VIII HAPTER 1. TRODUCTIO
Introduction to the Problem
omputer a the main lCT tool \ ere introduced fir t in the bu ine s fieldfo r commercial lh th u e dUring the 20 century. Later in the mid of 20 Century they could be al 0 fo und in use in educational in titution , and by educator ( Bark 1980; Carnegie Commis ion on Higher
Education, 1977; Papert, 1980). The argument to upport the importance of using lCT in learning need no e\ idence. There has alway been a trong support of the benefits being carried in applying ICT in the education field. Bork (1980), Carnegie Commission on Higher Education
(1977), and Papert (19 0) sated that computer as the main rCT tool wa first introduced to teach computer programming in 1970s. Gradually computer were seen in schools and classrooms fo r teaching and learning purpose . lCT tools were also introduced to language teaching and learning to help acquiring English language through diffe rent software and hardware.
ince then, lCT tool have helped teachers aving time and efforts. They play an important role in upporting teaching and encouraging learning. Lank hear and Snyder (2000) refer to this a the 'workability' principle. ICT tools can help teachers facilitate teaching and making learning more interactive and enjoyable (Welle-Strand, 1991). lCT can play a positive role in learning
English language. lheanacho (1997) investigated the effectiveness of two multimedia programs - one with motion graphics and text and the otber with still graphics and text- on students' vocabulary acquisition of ESL The two programs were effective in learning vocabulary. In the
UAE context the role of ICT on language learninghas been investigated by several researchers.
The UAE leadership recognized the importance of lCT and the role teachers play 111 getting the most of it in the classroom . Sheikh Mohammed Bin Rashid, the UAE Prime Minister regularly empha is on the lCT importance fo r the UAE youth to " ... have the qualifications and expertl e to compete 111 both govemment and private sector ". He also urged them " ... to be
eqUlpped with kno\<\.le dge and technology to be able to keep pace \\ 'ith the rapid change taking
place In the world around them" (Uaepm: 2007). oreover, according to re u1ts of a urvey
released by Telecommunication Regulatory Authority (TRA) the UAE i considered "the top
perfoll111ng country in ICT among the Arab states" (Telecommunications Regulatory Authority,
2009). ADEC' ew chool Model document (N M) (2009-20 18) has paid a lot of fo cu on teacher ' awarene and proper u age of leT by "Consistently resourcing schools with in tructional material in the areas of Arabic and Engli h literacy, math, science, consumables, active leaming, and leT" (p.2 ). Teachers' awarene s of their ICT use is vital since it can empower or hinder leT in Engli h language teaching and leaming.
Background of the Study
Recently, leT has been introduced into the educational arena expecting to penetrate and tran form teaching and learning acros the curriculum. During the last three decades, ICT has witnessed a global increase in the mainstream of education. This intemational acceptance of leT into education has oftenbeen accompanied by many que tions regarding its value to transform an unfashionable educational system, up skilling learners fo r the information age, and to speed up the nations' de elopment efforts. According to Pelgrum (2001), many developing countries have created a whole et of doubtful questioning about the importance of educational refonns that will implement the new reT tools. Young (1991) sated that in many cases leT tools are represented mainly by computers which were presented into schools not as a means but as an end by itself.
ICTs were provided with no supplementary measures and sufficient studies to enable teachers to kI10\ their perceptions and fo rm positive attitudes toward the new leT tools. As a result, this has mostly resulted in unstructured views to ICT implementation. Baylor and Ritchie (2002) stated,
"regardless of the amount of technology and its sophistication, technology will not be used in an
2 effective \\ ay unle fa cult member have the kill , knowledge and attitude nece ary to infu e
It into the curriculum" (p. 39 ). Thi mean , teacher hould become effective mediator makinaco
the be t use of rCT in the daily practice .
The E in the proce of Education RefOlm tarted a early a the declaration of the
nlted Arab Emirate Union in 1971. The refonn proce witnes ed an integration of ICT in
teaching and leammg in an unstructured way. Hence, comes the need fo r having a close look at
the teacber 'perception and attitude to\ ards their ICT use to evaluate daily practices, guide their
r T u age and to tben activate ICT usage to help the Engli h language teacher fo r better
outcome . According to the re earcher' knowledge, ICT perceptions and attitudes in Cycle Three
in Engli h language teaching and leaming hasn't been fu lly studied after ADEC has taken over
education in the Emirate of Abu Dhabi. Teachers of English language native and nonnative don't
have guideline for their cun'ent ICT perceptions based on recent studies. Since ADEC's
introduction of the ew School Model document (NSM) (2009-20 18) concerns have been devoted to teachers' awareness and proper usage of lCT, It seems however that neither admini tration nor teachers have clear attenti eness and guides to help them perceive their ICT use well, a e s, develop and modifythe ir practices in using ICT.
English teacher have been looking fo r the benefits that could be presented by comprehending and using the different ICT tools. They have been looking fo r these tools as a means fo r fa cilitating their job. Frayer (1997) said that lCT tools bave fa cilitated teachers work and ave time, efforts and even distance where students can communicate with their teachers and classmate anytime and anywhere. Cannen et a1. (2003) said that recognizing the leT tools effect
on teaching can help in increasing the students' usetechnology use and improve language leaming
especially with their speaking skills.
3 tatemcnt of the Problem
It i clear from the trategic Plan of bu Dhabi Education Council (2009) and ADEC'
ew chool Model docL1ment (2009-201 ) that lCT tool u e i a real fo cu . It eem that
perception and attitude toward ICT tool are e ential fo r their proper u e, guidance a essment,
de\elopment and modification of Cycle Three English languag teachers' practices in using lCT.
The CUITent DE educational refOIm of rCT pre entation to school ha not been a ompanied by re earch targeting Cycle Three English language teacher , native and nonnative perception of their ICT u e. Preci ely speaking, the technology implementation plans eem to be
lacking con ideration of teachers' reaction to the new tools which play a major ro le in sharpening their I T u e. Con equently, the problem this tudy tries to addres i that such lack of con entration on the end-user attitudes may cause an unwe1comed attitude towards lCT in ADEC
chool . Most studied conducted in the UAB context however u ed urveys and interviews. Such method might not reflect the actual teacher ' lCT perceptions and actual technology use other than ob ervation which could gi e actual picture of the teaching ituation. It i critical al to an 0 evaluate teachers' awarene oftheiT lCT use supporting language classrooms perfonnance.
re earch al came a a natural response to the daily needs of the researcher a an Thi 0
English language teacher cUITently working at one of ADEC's Cycle Three schools and a coordinator of English Language teaching in his school. The researcher was conscious of the fa ct that there is a clear need fo r guidelines for the usages of reT in his instruction, evaluate lCT perception of hi u e and the most effective way to activate it.
Based on the abo e argument, ADEC's succe ive need fo r having continuous rCT integration in language teaching and learning is a serious priority. Teacher need to be well skilled
in rCT and have positive perceptions towards it. This research sought to help English language
4 teacher become more aware of theIr perception of ICT u e. It al 0 looked at the be t practice being Implemented by either or both nati e or nonnative Engli h language teachers.
Purpo e of the tudy
The purpo e of thi tudy wa to explore ADEC's Cycle Three Engli h language teacher ' perceptIOn of theIr I T use in teaching Engli h language because teacher' perceptions of tbeir
ICT usc can play a major role in their language instruction and higbly affect their perfornlance, po iti"ely andlor negati ely, (Harman & Koohang, 2005; Hung & ichani, 2002' Harman &
Koohang, 2005). Con equently, an attempt was made in thi study to explore the relationship between perception of ICT and EngJi b language teacbers' use in teaching Engli h language in
Cycle Three.
Thi earch al help all re 0 aimed to stakeholders in ADEC to be fa miliar with Cycle Three teacher I perceptions of their ICT use. It meant to helped decision-makers plan fo r purchasing the most suitable ICT tools fo r teaching and learning Englisb language in Cycle Three. It also intended to give teachers of English a clear idea of their perceptions of the ICT use. Moreover it intended to support students' accelerate their language achieving and make it easy and enjoyable u e ot only this, but also teachers need a basic level of use in ICT to meet the increasing demand for having teacher fullyaware of use in operating the educational system which requires strong and efficient professional awareness of their u e including ICT skills. Finally, it is also important fo r policy-makers to be aware of teachers' CutTent ICT u e to fo ster strong areas and overcome weaknesses to enhance English language teaching and learning.
5 Re earch Que tion
The purpo e of thi re earch wa to find out the Engli h language teacher ' perception of their T u ing I T I c in u in teaching Engli h a a fo reign language in Cycle Three chool In bu DhabI, the United Arab Emirate .
Thi research intended to an v. er the fo llowing que bon :
(1) How do Engli h language teachers perceive their lCT use?
(2) I there any ignificant diffe rence in the perception of teachers regarding their ICT u e due to year of expenence in teaching Engli h language?
(3) I there any significant diffe rence between native and non-native English language teachers perceptions regarding their ICT use?
Significance of the Study
The increa ed global demand fo r learning English language is met by seeking methods fo r accelerating the instruction by governments, institutions and people. This causes a gradual dependency on ICT tools fo r de eloping the English language teaching and learning proce ses.
Thus, English language teachers find themselves in a real need fo r fo tering their lCT skill and have a c1ear idea about the perceptions of their lCT use to cope with the up and coming demand fo r it u e. The ability to use ICT tools effectively to teach English language and handle various
ICT tool purposefullyhas become an essentlal need fo r English language teachers.
The current study is significant ince it investigated English language teachers' perception of their ICT use which, up to the researcher's knowledge, haven't been fu lly addressed in Cyc1e
Three after ADEC's educational reform. ADEC believes that English language teachers have to be well equipped with the neces ary ICT knowledge and skills to make the best use of these lCT tools which the chools are equipped with fo r teaching Engli h language. Teachers individually
6 initiate ·tep t \ ard evaluating their perception of their ICT u e randomly. Hence, the
importance fo r ha\lng a olid tudy taking care of highlighting areas where teacher have to
modify and oth r to empower hile using ICT fo r Engli h language teaching.
The effect of ha ing a clear idea of teachers' perception and attitude towards ICT tool 111 u Intema a tructure \ ay ing tional best practices can help ADEC schools plan and build their
trategle that upport the effective u e of lCT in teaching and learning. Thi can help anticipating the Engh h language teacher ' futureacceptance or rejection ofTCT tool and guide policy-makers to make good deci ion in term of ICT integration and purchasing. The study also drew direct attention toward how competent English language teachers are in using available ICT tools in
Engli h language cla es. use
Finally, thi study could contribute to our knowledge base becau e of its attempt to investigate English language teachers' perceptions of their lCT use specificallyin Cycle Three due to year of working experience and the language factor.
Definitions of Terms
Information and Communication Technologies (ICTs)
The United ations Educational Scientific, and Cultural Organization (UNESCO) in its report published in its web ite define information and commwlication technologie as a "diverse set of technological tools and resources used to cOlmnunicate, and to create, disseminate, store, and manage information" (Blurton, p. l). By ICT the U ESCO means tools which are used by teachers and students, such as computers, personal digital assistants, cell phones, interactive white board , digital and document cameras digital video equipment, digital audio recorders and player , and digital projectors to commun icate, create, disseminate, store and manage infonnation.
Brown (2000) also defined ICT as "The design (and evaluation) of an object, environment or system as a key solution to a human problem with either the structure or function of inf01l11ation
7 and/or commUDlcatlon" (p.3). In 2004, Bol tad defined ICT a "anything which allow us to acqUIre informatIOn, to communicate with each other, or to have an effect on the environment u 109 electronic or digital equipment" (2004, p.vii).
The operational definition of reT in thi tudy means all lCT tool that are available and acce ible by Engli h language teachers including all hardware and oftware to fa cilitate Engli h language teaching and learning Ii ted in the questionnaire developed for this study.
leT v c
The kill of use in general ha been defined by several scholars more or less the same.
Teacher ' u e sill has been defined by Gupta (1999) as 'knowledge, skills, attitudes, values, motIvations and beliefs people need in order to be successful in a job" (1999, 144). Katane (2006) also defined it as "the set of knowledge, skil ls, and experience necessary fo r future, which manifests in activities ' ( Katane et.al 44), So use is the means that enables the teachers using the right tool at the right time to minimize the efforts and maximize the benefits gained in teaching and learning. It is obviously clear that it i not enough to understand the meaning of use rather we need to ee ho"" to make the best use of it.
Teacher' leT use i defined by Krumsvik (2008) as a very trendy theme and in orne countrie it is one of the conditions fo r being recruited. leT competences are one of the core uses which chools are compulsory to take care of by the teacher, advisor and administrations to maximize the benefits of the teaching proce s. The term ICT encompasses a range of hardware
(desktop and por table computers, projection technology, calculators, data logging and digital recording equipment), software applications (generic software, multimedia resources) and information systems (Intranet Internet) available in schools at the time of the research.
The operational definition of teachers' leT use in this study is the thorough knowledge and skill to fully operate, use, and manipulate leT tools in English language teaching and learning in 8 addition to ha\'e a well apprehen Ion of the up-to-date lCT tool targetmg Engli h language
leaching and leaming.
ICT Perception
There ere very fe w re \ ources to defIne rCT perception however, Wikipedia; the free
encyciopedJa define it a the organization, identification, and interpretation of ensor
info11l1ation in order to fabricate a mental repre entation through the proces of transduction,
which en ors 111 the body tran fo rm signal from the environment into encoded neural ignal .
Different scholars however such a Ajzen (1988), Adams' (2007) and Vallance and Towndrow
(2007) tated that both attitude and perceptions have been mostly u ed interchangeably. They are thought to be composed of cogniti e, affective, and behavioral element . Cognitive refer to the perception of the attitude object; affective refers to fe elings towards the attitude object; and behavior refers to the response to the attitude object.
The operational definitionof rCT perceptions in this research refers to the extent to \ hich
English language teachers' recognize rCT tools positively or negatively and use to be consistent
\v ith the cultural context of the Emirati society and public schools.
Teachers' ICT Attitudes
Diffe rent scholars have defined teachers' attitudes in general similarly fo cusing on both p ychological and mental aspects, e.g. Ajzen and Fishbein (1977) and Aj zen (1988) say attitude refer to the capacity to predict a person's behavior toward certain objects. They also say, they are the tendency to respond fa vorably or unfavorably to an object, person, or event. Teacher ' rCT attitude howe er, has been defined by diffe rent scholars e.g., Van Braak, 2001, Akbaba &
Kurubacak, 1999· Clark 200 I, Myers and Halpin (2002), Huang and Liaw (2005) say teachers'
rCT attitudes mainly computers, are teachers' acceptances of the usefulness of technology, and also influence whether teachers integrate leT into their cia sroom. It is a major predictor of future
9 classroom computer u e. It the fa ctor that affect the succe ful use of computer In the cIa sroom.
The operatlOnal definition of teachers' ICT attitude in this tudy is the \ ay teachers' behave toward ICT tool po itively or negati ely whether they implement or reject tho e tool a mea_ ured by the que tionnaire developed fo r this study.
Education takeholders
takeholder have been defined by several educators e.g. Watson and Reigeluth, 2008,
Toffler (1984); Reigeluth (1993) Senge, et a!. (2000), Barger (2004), u. S. Department of Labor
(2008) and Wilson (2008) as the policy-makers, chool board members superintendent, site admini trator, teachers, parent , community members, and tudents-who are closely involved in the overall operations of educations. They are a per on, group organization, member or system who affect or can be affected by institutions' activitie . A person, group, or organization that has direct or indirect take in an organization because it can affect or be affected by the organization's actions, objective , and policies.
The operational definition of stakeholders in this study is police-makers, curriculum consultants, principals, advisors, subject upport specialists, coordinators/ heads of fa culties, and all English language teachers in ADEC, UAE. They are people who are invol ed in the educational process that can affect or be affected by the language teaching and learning process.
Teachers leT Standards
The ational lCT Competency Standard (NICS) fo r Teachers and UNESCO's 20 10 define teachers' ICT standards as an accepted or appro ed example or technique against which other things are judged or measured, or which sets out a set of principle that works as a guideline fo r how something should be done. It is the accepted level and scope of accomplishment of proficiency; a reference point against which other things are judged or measured. It is also defined 10 a' supplY1l1g teacher ith guideline \: fo r planning education program and training that \vill prepare teacher to play a Ital role In pr ducing technology killed tudent .
The operational definition of teachers' I T tandard in thi tudy mean a et of critelia that teacher have to reach and rna ter to be able to handle ICT tool perfectly according to their
Engli h language tcaching and leaming ituation need .
Engli h language Teacher ' leTs Use
The cun"ent tudy focu e mainly on potential English language teachers' ICTs because
"th field of fo reign language education ha always been in the fo refront of the u e of lCT to fa cilitate the language education process" Laffo rd (1997). In his project, Lee (2000) stated that a lot of Engli h language teachers have faced a major challenge as they were expected to be capable of utilizing the eXLen i e u e of lCT to cr ate more effective teaching and learning activities.
EngJi h language teachers are supposed to use lCT effecti ely in teaching and learning English language. takeholder should enable CUtTent and future English language teacher to u e ICTs in v,'aysthat will fa cilitate new method fo r enabling both the teachers and learners to make the be t u e of ICT to cope with future learning opportunities.
In ADEC, teaching and learning English language is not clearly stated; whether it is a
econd or fo reign language though ADEC always assure that ADEC schools' tudents are targeted to be trong bilingually both in Arabic and in English. The medium of insh"uction fo r
Science and Mathematics subjects have been shifted into English language specifically in cycle one and orne tern1inologies in both cycles two and three. The Abu Dhabi Executi e Council, repre ented by ADEC in terms of education has taken a decision that these two ubjects are to be taught using English as the language of instruction from 2008 onwards. One of the major challenge to accompli h this policy is teacher's proficiency to deliver the two subjects in English
(Pillay & Thomas, 2004). So, ADEC has recently started recruiting English Medium Teachers 1 1 (E:v1T ) from all over the world to implement thi policy. Parallel to thi . reT are u ed in chool to upport the teachmg and learning of the e two ubject and Engli h language in all the chool in ADE . To accompli h thi policy, teacher are not only required to be competent in English
hich could be the major of all teacher native and noru1ative . but also to be avoir-faire in the \\ ueof leT in cla room. A a r ult, an increa ed emphasi on lCT, and a large inve tment in its infra tructure, teacher are likely to be capable and effective in implementing it.
12 H PTER It. LITERATURE RE lEW A 0 THEORETIC L FRAMEWORK
Most of the literarure that ha been re ie wed by the re earcher is limited to IT, cience and
Math ubJect and with very limited devoted fo r English language teacher ' lCT use e pecial in
ycle Three 111 ADEC chool . Al 0, research inve tigated teacher lCT use in the UAE didn't u ed ob ervation a a re earch method which i a ery effecti e research method. Bertil on (1996) mentioned that re earch can gain a lot of acrual practices by implementing observations as a method of data collection. He said if we link what i being observed with conceptual pattems of explanation we can see reality. The researcher belie es that English language teachers' ICT use are very vital to be addressed ince they have a lot to do with elevating English language in truction e pecially when coupling que tionnaires with observation. The researcher has also defined five main areas related to this tudy: the role of ICT in teaching, teachers' ICT use and teacher ' attitudes and perceptions.
ICT and the UAECon text
The UAE, as a recent country, pay a lot of focu to the role of ICT in the education field repre ented by preparing the infrastructure, facilitating their usage and purchasing the latest ICT tool . ADEC' Strategic Plan (2009), empha is on providing ICT teclmology rich learning environment to provide equitable opportunities to students to use technology in meaningful, authentic tasks that develop their various learning skills.
However, in the UAE context, studies involving Cycle Three English language teachers' perceptions of their lCT use are minimal. In a research conducted by both Almekhlafi and
Almeqdadi (201 0), they investigated teachers' perceptions of technology integration in the United
Arab Emirates classrooms. The researchers used both a questionnaire and a fo cus group
13 intef\.iew to collect the data. The re earcher conducted their re earch on 100 Engli h teacher K-
12 in the E chool . The re ult howed that tea her highly percei e their rCT u e in technology integration e pecially in model chools ranged fr om 4.0 to 4.8 on a 5-point scale. The fe male teacher however, howed higber perception of their ICT integration than the male group.
I mail, Imekhlafi and I-Mekhlaf (20 10) investigated teacher ' perception of the u e
f in teaching languages in United Arab Emirates' chools. They studied both Arabic and English teacher 1 T perception . The participant were 62 1 teacher from 5 diffe rent emirate K-12 teacher . The re earchers u ed a mixed method of survey and fo cu -interview . The re ults
howed the important of the rol of teacher ' lCT perceptions in first and second language teaching and learning. Result also indicated that teacher con fmned the inevitable impact of technology on their own teaching practices which promote students' language learning. Moreover result howed teachers' willingne to accelerate the integration of technology in their classe to improve language teaching and learning. leT and English LanguageLearning
AI-Mekblafi (2004) tudied the effect of one of the lCT software; an Interactive
Multimedia (IMM) CD-ROM on the language achievement of sixth grade students in relation to their learning tyles. Results displayed no ignificant diffe rences between the control group and the experimental group in overall achievement. One of the recommendations stated in the study wa that IMM should be examined as an individualized learning tool. In another study, AI
Mekhlafi (2006) examined the effectiveness of Computer-assisted language learning (CALL) 011 learningEngli h as a fo reign language by elementary school students in the United Arab Emirates.
Results analysis of variance (ANOY A) showed a significantdif ference between CALL users and non-users in favor of the experimental group.
14 In hi experimental tudy lmekhlafi (2006a) inve tigated the effect of interactIve multimedIa a an 1 T tool on tudent ' achievement in English a a fo reign language. Although the re ult did not how ignificant diffe rence between the achievements of the control group
(paper-ba ed learning) and the e peri mental group (Interactive Multimedia users), ignificant dIffe rence withll1 the experimental group i tracked depending on the students' diffe rent cognitiv learning t Ie . Field-independent student seemed to benefitmore fr om the treatment than field dependent. Thi important di covery demon trated a significant orientation tbat should be taken into account \-\"hen tailoring ICT tools to meet the diffe rent cognitive styles of the tudents to achieve effecti e technology integration.
Furthern10re, Almekhlafi (2006b) explored the effects of computer assisted language leaming - in the fo nTI of an interactive CD-ROM that includes video, sound, picture and other interactive fe ature - on students' achievement of English as a Foreign Language. The study pre ented five important re ult ; a) the effectivenes of technology integration in teaching English language , b) inevitability of integrating technology in all stages to improve leaming English since the UAE became an intemational economic center, c) necessity of encouraging teachers to make use of technology, d) ability of technology integration to adapt to various leaming tyles and e) technology integration can enhance student- centeredness alleviating the role of the teacher.
Clo i (1997) conducted a tudy in the US that investigated the usefulness of an lCT tool represented by video in teaching English to fo reign children. She fo und that video has positive impact on the students' learningand success.
In his experimental study Susskind (2005) explored the effect of lCT software;
PowerPoint fo r classroom learning. The study was conducted on 170 sophomore and junior students ranging in age between 18 and 21 years. The major finding of his study is; students who were taught in classrooms with PowerPoint presentation di play more po itive attitude fo r
15 Po\'"erPoint pre entation Further, tudent were more confident fo r the exam that covered
PowerP int pre entation .
Bahram (201 1) explored the effect of e posure to authentic leT: video material recorded
from ma s media a a ource of Engli h language fluency. Two different group participated in
thi e'(penmental tud that had Pre-test! post-te t de ign. The first group was Engl ish language
Iranian tudent who were expo ed to the video materials. The econd group was English
language Mala ian tudent who were e posed to traditional social interaction. Analysis of
re ult howed that expo ure to video materials improved speaking performance fo r English
language tudents more than the social interaction fo r ESL students.
The Role of leT in Teaching
Over 219 tudie addres ing the use of leT in education consistently fo und that learners in
technology rich en ironments experienced positi e effects on performance in all ubject areas
(Look, 2005, Ya'acob et. al.,2005; So & Paula 2006). Specifically, Becta (2003) pointed out that
leT. present immediate and punctual fe edback to learners, to give them chances to fo cus on
strategie and active interpretation. Barak (2004) stated that the use of ICT in teaching-learning
situations would endorse profound learning, and helps schools to react in a better way to students'
diffe rent need . Although the fa ce appearance of the benefits gained from using leTs for
educational is purposed, research showed that in several cases potential advantages of ICT are
poor due to a large number of teachers being fully leT illiterate and not utilizing it in their
instruction. Research conducted on teachers' readiness fo r leT, proposed that teachers still need a
long time to improve before their schools will be able to take fu ll advantage of the opportunities
offered by 21st century technology (Ya'acob et. a1. 2005: Paula & So, 2006).
16 c\eral re earcher have e amined the effective role of lCT in languaoe teachino Co Co sItuation . Tella, Toyobo, Adlka & deyinka (2007) examined igerian econdary school teacher ' u e of rCT and Implication fo r further de elopment of lCT use in chools u ing a number of 700 teacher . The re ult hO\ that the majority of the instructor perceived lCT a
'very u efulin fa cilitating teaching.
Another re earch tudy de oted to de eloping a project run by EdQual (2005); a
"Re earch Con ortium of ducational institution in the UK and Africa (Ghana, Rwanda, South
Africa and Tanzania) on Educational Quality2", points out two roles fo r using leT in teaching.
Fir tly, they fe el that using leT tools "computer " benefits their learner and secondly, teachers feel learner benefitfr om u ing computers themselves fo r self-learning.
Teacher perceive leT as an entertainment fo r helping leamers to achie e better.
According to Tella et a1. (2007), leTs utilized by teachers was clearly intended to be used to help learner study well, and that perceived usefulness was also strongly linked to those intentions.
Teachers hould tailor their leT u e to meet all individuals' needs. They should be aware that leT needs to be tied to precise needs of learners and avoid the "one size fits all" approach and encourage leamer-centered teaching (Leach 2005, p 1 12).
Teachers have to be equipped with the necessary qualifications/skill of allkin ds of leTs used in teaching and learning ituation . Otherwise, those who lack the chance to be kno'vvledgeable in using modem leT may fe el threatened. This is what Futurelab (2003) addressed as an under tandable apprehension, even fe ar, regarding the role of a teacher in an leT-equipped cia sroom. However, it is not enough fo r a teacher to be qualified and skilled in utilizing diffe rent kind of lCT tools; rather, it must be purposefulin serving the English language teaching activities.
Using lCT hould be plam1ed well to help in presenting more attractive, more pleasant lessons fo r teachers and their students. leT also can make teaching and learning more varied, more 17 motivating, and fa cilit ate productive learning. Thi is what Cox, Pre ton & Co . (1999) tated a
the fa ctor contributmg to ongoing u e of ICT by teacher .
ince effective learning i the main goal of teaching, teacher are uppo ed to check if
their I T perception i po iti e and e pand their ICT u e in teaching English langauge. A
re earch tudy conducted b both Story and ullivan (1986) enhance the idea that teacher ' job
become easIer a leT provide progres ive achievement in sub-tasks the students perform.
Con equently, leT usage hould be designed carefully to allow tudent to attain progre sion in
their leaming and thu be continually motivated. Teachers should make using ICT in teaching a
tep toward fo rming a po iti e attitude and tudent ' experience with leT usages has to be
without pre ure rather enjoyable and rewarding (Dukes and Discenza 1993). The teacher should
be aware of the real effect that ICT tool have on the teaching and learning process.
Teachers' leT Use
Several studie on teachers' leT use fo cus on the instructional role of teachers in tbe
cia room rather than teachers' leT use (Ka tan e e t. a 1. 44). Teachers' use has been expanded
with re pect to refonn re earches in education, progress of teacher education, scientificre sults of
educational cience and other fields. Kress (2000) said, "the previous era had required an
education fo r stability, the coming era requires an education fo r instability" (133). Kres (2002)
believed that teachers should be equipped with the sufficientknowle dge and skill to interact with
the diffe rent needed reT tools. Teachers' should be armed with the necessary professional tool to
sustain their continuous awareness of handling innovati e ICT tool . They need to be alert to
know how competent they are and work accordingly. The raped change in the education arena
demands more capab le and competence teachers since it directly affect the whole educational
18 y tern. Teacher ' u e have to be revi ited from time to time to be re haped ba ed on the de\elopmcnt of thc entire a pect of human life in general and education in particular.
AI-Zmdiycen (20 I 0) explored teachers ' attitudes and level of technology u e 111 cia room in Jordon. The tudy wa conducted on 460 Jordanian teachers of diffe rent cycle . The re ult collected u ing a urvey indicated that teacher had a low level of leT use fo r educational purpo c. However, teacher hold po itive attitude toward the use of leT, and a significant po itive correlation b tween teacher ' level of leT u e and their attitude toward leT were fo und.
In a study conducted by AI-Oteawi (2002) investigated the perception of teachers and admini trator toward infoffi1ation technology in fe male and male high schools in Riyadh, Saudi
Arabia. The tudy included 178 teachers and administrator . A two-way multivariate analysis
(MA 0 A) wa used to examine the hypothese . The results of the study indicated no significant interaction, P>05. The mean of information technology in in truction was l.91, and the mean of infomlation teclmology plans wa 2.03.
Eugene (2006) studied how teachers' attitudes perceptions and beliefs may make an effect the integration of teclmology in their classroom. Thirty-two teachers responded to the que tionnaire to measure their perceptions and beliefs about teaching and leT integration. A cla sroom observation teclmique was also used to findout how teachers" beliefs and perceptions may correlate with their teaching practices and the implementation of technology. It was fo und that there \vas an inconsistency between teachers" beliefs and their actual instructional practices of integrating technology. Teachers' teaching practices and the use of teclmology were fo und not to match their beliefs.
In a similar study, Simonsson (2004) used a questionnaire to investigate the beliefs of 103 bilingual elementary school teachers toward the utilization of technology when incorporating 19 cultural component of the curriculum. The finding of thi tudy indicated that the utilization of technology i related to teacher I belief:, attitude about the u e of thi tool and the extent to wh1ch other teacher employed technology in their teaching. A marginal result demon trated that bihngual teach r believed that technology might a si t them to incorporate cultural is ue to clarify important point .
In their re earch, TeJla, Toyobo, Adika and Adeyinka (2007) who had e ami ned 700
igerian econdary chool teachers' uses of ICTs fo und that most teacher perceived leT as very u eful and a making teaching and leaming ea ier. This re earch highlights the importance of having a good rna tery of lCT kills and integration in teaching and leaming. To achieve this,
chool are urged to ha e profe sional development plans and hould support ICT-related teaching model , e pecially the ones which encourage both learners and teachers to play an active role in teaching activities. Tot only this but also attention should be paid to the pedagogy underlying the use of ICTs for learning situations.
Other researches like those conducted by EdQual, a Re earch Consortium of educational in titution in the UK and Africa (Ghana, Rwanda, South Africa and Tanzania) on Educational
Quality indicated mainly two rea ons behind using ICT by teachers. Firstly, they feel that the use of computers by teacher benefits their learners, and secondly teachers fe el learners benefitfr om using computers them elves (GoR! Minecofin, 2004; Hayman, 2006). Teachers also fe el that the use of ICT promotes a positive attitude towards infonnation technology which fO nDS an essential part of their lifelong interest in learning.
Knezek and Christensen (2002) analyzed several major cross-cultural tudies related to
lCT in education completed during the 1990 , they suggested several stages fo r teachers advance in technology integration. They mention that change in attitudes is more important than lCT skills.
Zimbardo and Maslach (1977) stated that an individual can change his behavior once it is 20 IdentifIed. They ugge ted that there are three factor fo rming attitude : affect, cognition, and behavior. He defined the affective fa ctor a an indi idual' emotional re pon e or liking to a per on or object. The cogniti e fa ctor ' IS more re lated to a per 00 actual knowledge about a per on or object. Finally the behavioral fa ctor consi t of a per oo's overt behavior aimed at a person or object. Zimbardo et aJ. a erted that "e en though we cannot predict the beha ior of
inglc indi\ idual ,w hould be able to predict that people (in general) will change their behavior if we can change their attitude ." (p. 52).
Educational takeholders still perceive the lack of leT use, knowle dge, and skill of teacher a a major ob tac 1e to the perception of their reT -related goals (Pelgrum, 2002). The fo llowing literature will addre s the kind of skills teachers may need when dealing with leT in vaIious teaching and learning activities. HO\;ever, identifying the sort of leT skill each teacher need to rna ter i fa r re ached. It i not a simple task, since it depends very much on the type of leT tool needed, the entire teaching and teaming circumstance and the teacher's perception of the leT tool. Per onal u e and teaching styles are also crucial. once more, "one size fits all" does not usually work (Davis, Preston, & Sahin, 2009). Teachers need to be aware of their leT use and fo rm po Itive attitudes towards the effective role of leT tools.
leT tools use could offer several benefit in education. Kyriacou (2009) describes the use of leT in education as "the single most significant development over the years regarding academic work" (p53). Teacher are suppo ed to develop leT tools use and the best practices using reT. This is supposed to be reflected on enhancing their instructions and the learning outcomes.
Teachers' leT use plays a big role in developing the students' leaming skill which has been given a lot of fo cus represented by several educational theories. This can be clearly seen in theories of mediated action that illustrate how cultural too ls are used by teachers to extend 21 learner ' cogmt)\e capability; they fo cu on the con traint and affordance which lCT tool can introduce Wert ch (l99 ). crim haw (2004) ated that u ing lCT doe n't lies in pre enting and using ICT, rather 111 It fu nction a a contributor towards a leamer-centered fo nn of teaching and learning. II1g rCT tools rcpre ented mainly by the computer helps to decontextualize the learning proce , which i the main goal of tbe teaching process. in fact JCT accurate ICT use according to the teachlllg and learning ne d make language learning more explicit. ot only thi but teacher ' lCT u e uniquely offers new ways to express and make visible key relationships and
tructure \\ itbin the ubject matter ( os and Hoyles 1996).
In fa ct. teacher ' reT u e help the teachers construct knowledge and new infonnation and re hape the exi ting one and tran fe r them to his students. Hence, teachers with solid reT u e can cater fo r the diffe rent type of learners; i ual, auditory, read-write, and kinesthetic, to meet their need via leT tools. lCT kills help teachers construct the language learningabi lity.
The United ations Educational, Scientific and Cultural Organization Competency
Standard for Teacher (UNESCO-CST) (2008) project listed three standards fo r teachers to be competent in ICT: technological literacy knowledge deepening, and knowledge creation.
UNESCO ICT Competency Framework fo r Teachers (201 1), UNESCO's Framework stres ed the teacher's ability to transfer hi ICT skills and experience to his students. Teachers should be able to make ICT tools accessible and attainable by allowing the learners to work collaboratively, solve problems, and become creative learners. Such mastery will make students efficient citizens and active members of the workforce. This Framework tackles all features of a teacher's work; starting with the Technology Literacy, enabling the learners to utilize ICT in order to be capable in the subject matter. The second is Knowledge Deepening, enabling students to attain a deeper understanding of their school subjects and relating it to complex real-life situation . The third is
22 Knov, ledge reatlOn. enabling tudent , the \ orkforce and citizen to create the re quired knowledge fo r more harmoniou fu lfilling and ucce sful ocietie .
However, u ing I T in education, particularly in the clas room, which is app!Jed to a wIde range of technologic such a computer, data show, int met, smart board, active board, black board, 0, DVD , \ ideo conferencing, email etc., could help in fa cilitating teaching and make It ea ier If it i u ed effecti ely, which will be part of this study fo cus (Lundall 2000). In addition, it will in\'e tigate ho\ these fo rms of digital technology are being used to can)'out daily teaching and learning, reliably, broadly, productively, interactively, or impeding the leT merely in planning a a cosmetic one together with highlighting the current situation. Moreover, a comparison will be conducted on the English language native speaker teachers and the nonnative teacher to find out the perception teachers of English use and leT implementations in their daily in truction�. Years of teaching experience in English will also be taken into consideration.
SEL I (2011) stated that teachers' leT use depend on implementing tools and technical equipment fo r reaching, disturbing and tran fe rring the knowledge. They comprise any leT tool that belps to produce, manipulate, tore, communicate, and/or disseminate information. leT implementations are concerned with the use of technology in managing and processing the information which will include all teclmologies fo r the manipulation and communication of information. It means that the ICT u age kill is very important if you want to improve the communication in the learning and teaching process which both the MoE and ADEC seek.
This new trend of using leT in the UAE, which is part of using multi-method 111 teaching languages, depends mainly on the teacher's leT use which may help the lear ners facilitate their learning skills as they encounter them on a daily basis. Teachers in the UAE are keen on developing the learners' cognitive ability via the use of leT tools to indicate the extent to whIch they are successful in their practices. This leT use fo cuses on upplying the learner with a
23 rich leatlling environment that compensate the lack they rna encounter during the learning
ituation by a imJlating real life ituation via diffe rent programs and tool . ati\e and nonnative Engli h t acher need to be fu lly aware of the required leT tool techniques, limltatlon and program that help them provide the learner with language learn ing authentic
ituation to de\ elop their language learning (Becta 2004).
Teacher need to b competent in u ing the most suitable leT tools. The school ad mini tration and deci ion-maker alway que tion jf leT and the resources available to teacher are being most efficiently employed to provide the most effective educational opportunitie fo r the learner . Researchers have stated that stakeholders are eeking an answer fo r their question if teacher are making the be t usage of leT in a productive way, and a balance between input (resource ) and output (learning outcome ) is being met by teachers and leT user .
They believe that inve ting in computer technology mean reducing investment in other resources
(e.g., book , teachers, buildings) which could make some saving in their budgets (Bakia 2002).
Hence, the need fo r teacher to pro e the extent they can go in making the best usage of the leT in hand. Thi will not take place without ha ing teachers being well arnled with firm skills so the
In fact, these day we might fi nd very fe w educators and educational commentators who would advocate no inve tment in ICT even if only using a computer literacy rationale.
It is important to build any argument revolving around teachers' leT use, based on the wlderstanding of tbe link between the schools' target, teachers' usage, and the leamers' technological needs. When computers were first presented to schools, it was thought that gradually it will take over the role of the teacher so that tudents would be 'taught' by computers
(discussed by Mevarech & Light, 1992). This also can be seen in Collis (1989) when he refers to this as ' a rather grim image" where "a small child sits alone with a computer" (p. 11). In other words, English teacher should be competent enough in leTs selection and adaptation to address
24 educatIonal problem . FurthenTIore, teacher are not uppo ed to apply a technology merely
becau e they are competent at where there i no perceived need or productivity gain. This i \\'hat
Lank hear and n der (2000) referred to a the ' orkability' principle. Con equently, it i
uppo 'cd to a k a number of crucial que tion when applying lCT to education like: "What
educatIOnal problem( ) needs to be addre sed u ing ICT? How can u ing rCT support language
teachmg and leamJl1g? What i the relationship between lCT use and teachers' perfonTIance?"
Such question need to be asked at all level of decision-making, ranging from the instructor planning a program, ad"i ors who upervised the teaching process, a school principal purchasing hard\ are and oftware, to a language/educational consultant who develops language policies and plans.
owadays lCT use i viewed as an important element in the whole education process in the UAE fo r aving time and effort, so teachers are up posed to be aware of using it to facilitate tbeir in truction. Peny (2003) stated that effective use of lCT can ease pla11l1ing and preparation of Ie on and designing materials. He also indicated that lCT can fa cilitate the access of instructional tool which improve the teaching proce s like up-to-date school data at anytime and an)'\vhere. This can be seen in ADEC's plan for recruiting staff in general including English language teacher who are required to have at least a basic rCT usage represented by International
Computer Dri ing License (lCDL). Thi certificateis supposed to enable the teachers to integrate
lCT into their day to day teaching. This would mean that they would need to be fullyequi pped
\"'·;ith the necessary knowledge of using their computer skills in teaching English language.
Teacher are aware of the importance of being competent in using ICT. Researchers portray the use of lCT in teaching as being inherently advantageous.
The u e of lCT also enhances recalling previous learning, prov iding new stimuli, activating the leamer's response, and providing systematic, steady fe edback and providing access
25 to rich ource m learnmg. Tella et a!. (2007) fo und that the use of the computer by teacher \Va
due their to to mtentJOn u e it, and that awarene of the u efulne wa al 0 trongly linked to
those mtentlon . In addition, leT applic ation hould meet the leamer ' diffe rent abilities and
match their hfe-Iong need , de i ting fr om the "one size fit all" approach (Leach 2005, p. 112).
There is an under tandable apprehen ion, even fe ar, a to the role of a teacher in an leT -equipped
cIa room (Futurelab, 2003). Teacher who lack the chance to cope with the cunent need of
developing profe ionally in the u e of modem 1CT fe el under threat and may 10 e their jobs in
thi country. The importance of a teacher in the 21 t century i d telmined by their willingness to
de elop in this v.ay, and be competitive.
Teachers' Attitudes and Perceptions
A a new educational innovation, the implementation of leT into education i a complex proce s where many factor play a role. Pelgrum (2001) assumed that teachers and students in the teaching-learning ituation play a significant role in facilitating or hindering changes that are
out ide the control of the deci ion makers of education. Unfortunately, much of the literature on
leT uses in education has overlooked teacher ' perceptions toward the new technology repre ented by leT tool (Harper, 1987). Researchers have fo cused on the student ' achievement while using the lCT in most of the educational situations, ignoring the psychological and contextual factors involved in the process of educational computerization (Clark, 1983;
Thompson, Simonson, & Hargra e, 1992).
Albirini (2004) studied attitudes of high school English as Foreign Language (EFL) teachers in Syria toward leT. The study examined the relationship between computer attitudes and five independent variables: computer attributes, computer competence, cultural perceptions, computer access, and personal characteristics including computer training background. The targeted population was 326 randomly sampled high chool EFL teachers in Hims during the
26 2003 2004 school year . The findmgs ugge t that teachers ha e po itive attitudes toward lCT in
education. Teacher ' attitude �ere predict d by computer attribute , cultural perception and
computer competence.
1- Rabaani (200 ) inve tigated the knowledge, skill and attitudes of Omani ocial
tudies teacher to the u e of computers in in tructiol1. The research sample was 622 teacher from
fo ur region and fo ur stage . Data wa collected by using a questionnaire. The result showed that
ocial tudie teachers lack computer skills but had positive attitude towards their application in
teaching. The tudy also shm ed that the e teachers depended on themselves in developing their
computer kills. Finding re ealed diffe rence in teachers' computer kills and attitudes towards
u ing computer according to the region and stage they teach; but there were no diffe rences
according to gender.
The cognitive fa ctor of rCT in teaching in general and English language teaching in particular lie in the apti tudes and perceptions which go further than simply acces ing ICT
literacy. Providing the teacher and the classroom with the most recent lCT tools will not do much
fo r language instruction and learning if a teacher does not have the necessary attitudes to modify their clas room practices (Ertmer in Jones, 2004). In everal studies in the West, a lot of researcher hift from exploring environmental obstacles of access to individual teacher characteristics like beliefs and attitudes (Hennans, Tondeur van Braak, & Valcke, 2008; Mueller,
Wood, Willoughby, Ro s, & Specht, 2008). A key feature of teachers' attitudes towards leT is their understanding of how it will benefit their work and their students' leaming (Jones, 2004).
Cox (2008) expresses the need to measure, among other factors, the teachers' beliefs and
under tanding of the role of lCT within the subject being taught. Kirkup & Kirkwood (2005) distinguish innovators who are enthusiastic fo r technology as a valuable tool, and adopters who are less interested in technology and need evidence that it will improve their lives or work.
27 Herman et aJ. (200 ) hed light on the mediating role of teacher ' educational belief: in the
re i tanc and recepti\ene to integrate computer in cJa sroom practice. umtaz (2000)
conclude In a meta-analy i that teacher ' theories about tea ching are central in influencing
tcacher to u e 1 T in their teaching. Teachers' educational belief: can be barrier to lCT
Integrati n (El1mer in Herman et aI., 200 ).
B eker (in Hem1an et a\., 200 ) ugge ts, on the other hand, that highly active computer
u er eem to adopt a con truetivist po ition. However, findings have been incon istent (Chen,
200 ; Mueller et a\., 2008). Positive attitudes towards lCT or constructivist perspectives on
learning will not automatically lead to inno ative teaching practice. Judson (2006) uggests that
there may be little con-elation between stated beliefs and actual practice.
0, it i obvious that the de elopment of teachers' po sitive perception toward lCT i a key element not only fo r enhancing lCT use and integration but also fo r avoiding teacher ' re istance to lCT u e (Wat on, 1998). It is clear that u erst perception is a crucial issue as Rogers
(1995) a serted that people' perceptions toward a novel technology are a key fa ctor in its
preading. As Rogers use both innovation and lCT interchangeably (p. 12), the diffu ion of innoyation frameworkhe suggested seem mainly to match the idea of the diffusionof ICT.
As Rogers mentioned in his principle, focus has been shifted from individuals' knowledge
about lCT to fonning attitudes towards it and then manifesting an adoption or rejection corroborate the general and widely accepted belief that attitudes affect behavior directly or indirectly (Ajzen & Fishbein, 1980; Zimbardo, Ebbesen, & Maslach, 1977). Christensen (1998) states that teachers' attitudes toward leT are reflected not only on their own computer experiences, but also on the experiences of the students they teach. Teachers' attitude have been
fo und as a tool fo r predicting their use of any new lCTs in instructional settings (Abas, 1995b;
Blankenship,1 998;1 leem,2003).
28 Kluever, Lam. Hoffm an, Green, & wearinge (1994) al 0 tated that teacher ' attitudes
toward leT affect their u e of leT in the cJas room and the pos ibility of benefiting from trainIng. Teacher \\ ho have po iti e attitudes towards leTs often encourage less leT capable
teacher to rna ter the kill required fo r the implementation of technology-based activitie in the
teaching and learning situation . Several re earchers have mentioned that the ucces ful
Implementation of reT in education depend lar gely on the perceptions of the teacher
(limo ianni & Komi , 2007; Wen & hih, 2008). They are the ones who detelmine how the leT tool are u-ed in the leaming ituations. Bullock (2004) fo und that teachers' perceptions play a major po itive or negative role in the adoption of technology. Likewise, Ker aint, Horton, Stohl, and Garofalo (2003) tated that teacher who have positive attitudes toward lCT fe el more comfortable with u iug it and u ually integrate it into their practices. Woodrow (1992) also affirn1ed that the u er' positive attitudes towards lCT help them and the stakeholders make any
ucces ful tran fo m1ation in educational practice. Thus, it is crucially important, as mentioned in the above re earches to help English teachers to fo nn a positive attitude towards any lCT tool before implementing it.
A major fa ctor which affects people's positions toward a new technology positively or negatively is the attributes of the technology itself (Rogers, 1995). Roger identified fi e main fe atures of technology that influence its acceptance and ensuing implementation: practical advantage, compatibility, complexity, visibility, and usability. Consequently, a new lCT will be
increa ingly used if teachers or adopters perceive that the novelty: (1) has advantages more than the previous novelty; (2) is well-suited with current practices, (3) is not hard to understand and
utilize, (4) shows visible re ults, and (5) can be tested with on a limited basis before approval.
29 Theoretical Fra me"''r ork
The overall theoretical framework highlight three main important per pective ; the fir t
ne conclude that ICT i important fo r fa cilitating teaching a it saves time and effo rt pro ided
that teacher make th be t election and appropriate u e. The second viev fo cu es on the learner
and meeting all hi need by providing him with diffe rentiated acti itie to satisfy all type of
leamcr and make learning construction ea ier and more enjoyable. The third trend however, is
the I T tool it elf and hov important and effective they are if elected by takeholders to meet educational goal . As fa r a the re earcher i concemed, if teachers are being equipped with the
ufficient ICT knowledge and it i being used properly then they will be very effective otherwise
it i a \Va te ofmon y, time and effOli .
ICT ha become a cmcial part of mo t educational institutions and professional bu ine e organizations no\ adays (Zhang & Aikman, 2007). Several ICT tools, including computer , were placed in schools 111 the early 1980s, and researchers propose that ICT will continue to be an important part of the education process fo r the next generation (Bransford,
Brown, & Cocking, 2000; Grimus, 2000; Yelland, 2001). Modem technology offers many means fo r advancing teaching and learning. However, this potential may not easily be comprehended, as
Dawe (2001) highlighted when he stated that ' problems arise when teachers are expected to implement changes in what may well be in adverse circumstances" (p. 61). Therefore, stakeholders need to have a thorough understanding of the value of ICT in helping teachers. students and the whole school to carry out its plans effectively. lCTs help in improving the quality of teaching and learning through by helping teachers to overcome the difficulties they encounter while applying them. According to Balanskat, Blamire, and Kefala (2006), although educators appear to recognize the value of ICT in schools, difficulties persist to be encountered during the processes of adopting the lCT tools.
30 11 over the world th re I an awarene of the e ential role of lCT in tbe education field. DIffe rent tudie both theoretical and empirical, ha e con idered the importance of leT tool Il1 the proce of teaching and learning. Recently, the MoE and ADEC bave put noticeable effo rt and major financial inve tment to implement JCT into teaching and learning environment acro the country. In the UAE 2030 ision, it is mentioned that the whole country i , "inve tmg heavily in adopting and implementing Inforn1ation and Communication Technology
(lCT) in it gO\ emment and private ectors. The Global Lnformation Technology Report 20 J 0-
20 1 L I11dicate that the AE leads the Middle Ea t and North Africa (ME A) region in leveraging
JCT fo r increased economic diver ification and competiti eness (Wikipedia the free encyclopedia
(20 12)"). It goes without aying, that this cannot be achieved without having a good education sy tem applying lCT in order to introduce graduates who are able to participate in achieving the
U E vi Ion.
ince education is considered to be the backbone fo r a nations' development, research show that a gradually increa ing investment is being made in education compared to other
en'ice that communities require. Supplying schools with the latest technological fa cilities; in the
UAE' MoE and ADEC, this investment in ICT hould be justified through improving the education y tern output. Resear ches showed that, the investment in ICT results in significant improvements in the output of the teaching process via learning outcomes that could be measured.
For example, a study in We t Virginia (Mann Sha keshaft, Becker, & Kottkamp, 1999) fo und that spending in ICT could compensate the reduction in class sizes. Education is central to the long term well-being of a society and individuals and, teachers and students need all the support they can get: hence, they need to consider the potential of all available technologies.
The widespread adop tion of ICT enhances teaching in general and English language instruction in particular and fa cilitates both fo rmal and informal teaching. lCT makes the input 31 more comprchen ible and help 111 caffolding variou learnerle vel during indi idual. pair, group andl or whole cIa activity.
Carnoy & Rhoten (2002) a umed that ICT bring revolutionary change in teaching methodologle . It al 0 pro ide ufficient input fo r both homogenou and heterogeneou group .
I T could pro\ ide teachers with good in tructional technique and help them create an ideal learning em Jromnent that could facilitate an "attainable input" as called by Stephen Krashen's
(1977).
T make teaching ea ier and equip the teachers with new attainable information and
kills. Thi is upported earlier by Krashen' (1977) through hi "Comprehensible Input" theory which i al 0 called, " econd Language Acquisition". Tlu·ough lCT teachers can make the new infornlation comprehensible. Diffe rent JCT tools help teachers a si t learners acquire language ea ily at all stages, especially at early ages, exactly like what a native speaker acquire in his mother tongue environment. lCT can provide a learning activity with effecti e classroom interaction and natural language acquisition.
T ui (1995) tated that teachers' instruction in language teaching situations, using learning rich environments repre ented by lCT tools, fa cilitate both conscious learning and unconscious acqui ition and tudent ' real use of the language. According to Tsui (1995), teachers can play an important role in the learningprocess supported by diffe rent tools of lCT as well. Meanwhile the importance of learners' involvement in classroom learning Calmot be overlooked. Tsui (1995) also states that students' participation in classroom interaction is one of the vital fO lms of involvement as the teachers select, apply and evaluate the most suitable lCT tool.
Roger's (1995) theory of Innovation Decision Process stated that novelty diffusion is a method that takes place over time through five stages: Knowledge, Persuasion, Decision,
Implementation and Confirmation. Accordingly, "the innovation-decision process is the course in
32 which the deci ion to u e a ne\\ technology i mainly ba ed on perception of the techno log within the deci ion-making unit (Roger 1995; Tatnall & Burge 2004). The in truction or any decislOn-makmg unit pa e (1) from kJ.10\ ledge of an innovation or rCT tool, (2) to fo rm ing a mmd- et toward the innovation, (3) to a judgment to implement or reject, (4) to implementation of the new idea, and (5) to confirmation of this deci ion" (Roger , 1995, p. 161). Due to the novelty of ICT tudic concerning it dif fu ion in education have often focused on the firt three pha e of the innO\ ation deci ion proce (Albirini 2004). A the above mentioned argument confirmed that due to the tatu of ICT in education i to a great extent still precarious. In most developing countrie ICT ha been introduced very recently into the educational system. So it has been mainly fo cu ed on the fi r t two stage , that is, on knowledge of an innovation and attitudes about it.
Perception of teachers' lCT proficiency can take care of diffe rent ages and different learning tage as the teacher enhance them u ing ICT which is deep-rooted in learning approache highly developed by Dewey (1916), Piaget (1972), Vygot ky (1 978) and Bruner
(1990), con tructivi m learning theory indicates the role of lCTs as active construction of new knowledge based on a learner's plior experience. Woolfolk, 1993 states that the minds of the students automatically construct their own knowledge using the sun-ounding world where lCT is part of it. Hence, learning is an active process affected by the ICT tools used by teachers during the in truction.
Teachers, whose ICT competence i solid and up-to-date, can play a positive role in re haping the learners' current language ability and advance it to their best. This could help students con truct their knowledge as stated by Piaget and Vygotsky. Jean Piaget and Inhelder
(1967) stated that through processes of accommodation and assimilation, individuals construct new knowledge fr om their experiences where the teacher plays a big role. The theory however, 33 fo cu e on a leamer' abiht to mentally con truct meaning of their own environment and to create their o\\'n learning. a teaching practice, it i a ociated with diffe rent degree of non directed leamll1g. clo at r look Jean Piaget and Le emyono ich Vygotsky the orie of
ognitl\ e Development how that knowledge con truction can be ba ed on leamer' pre iou expelience where th tool around repre ent d by reT these days should have a positive contlibution. The abo e mentioned theories are a good fit fo r working towards e tabli hing well
equipped teach r \\ ith meani ngful lCT usage 0 they can en ure learning among learners. All the e theorie fo cu on the importance of a gradual knowledge construction built by the teacher u ing diffe rent JeT kill and tool . Thi trend was al 0 supported by research conducted by
Hamlan & Koohang, 2005; Hung & ichani, 2002 fo cused on the impOliant of teady knowledge building where ICT teachers' ability ave time and effort.
Other theories like. Media Richness theory (Daft & Lengel, 1984, 1986' Trevino, Lengel,
& Daft. 19 7) al 0 highlights the importance of u ing leT fo r fa cilitating the teaching and learning ituation . This theory argue that media represented by rCT u e from the teachers part, play a crucial role in learningpro ided that teachers use the appropriate media to enable effective learning to take place. Since most of the learning takes place in via communication, reT tool facilitate a hared understanding between the teacher and the learners and among the learners themselve .
From the above mentioned, we can sum up in agreement with Cox, Preston & Cox
(1999) that the main fa ctors which contribute to continuous use of ICT by teachers include: making their Ie on more interesting, more enjoyable fo r both teachers and their students, more diverse, more motivating tackling the learners' needs and supportive of productive learning.
OveralL it is clear that the psychological factors of a teacher's own beliefs and attitudes to lCT and pedagogical innovation are both primary facilitators and barriers to teacher use of tec1mology in
34 the clas room. Teacher are urged to ucce fully a k themselves: if they are ati fied with the cducatJOnal opportunities they are able to offer their tudent during the EFL teaching and leaming ituatloo. Hence, they should never be completely sati fied,and they hould alway tri e to do better. In fa ct, they are uppo ed to que tion themselve if they are adequately de eloping the potential of the students and adequately prepare them fo r a productive life in society. For
Murdoch (2001), (the ational Centre fo r ocational Education Research 2002) believes that lCT has a lot of Impact on learning and Teaching (p.5). Schank and Cleary (1995) put thi in brief
'vv hen they tate, "Today' school are organized around ye terday's ideas, yesterday's needs, and ye terday' re OUIce (and they weren't even doing very well yesterday)" (p.19). Other educators howe er, Schlechty (1997) stated that part of the solution can be by supplying the schools lCT upport and actively used in the classrooms fo r leaming envirolU11ents. Schank and Cleary (1995) argued that we have acquired enough knowledge about the learning process to support it with lCTs, using oftware that help students to experience activities, at schools, which could have been impo ible or difficult.
35 CH PTER III. METHODOLOGY
Thl chapter will addre the re earch de ign in trument being u ed, population and particIpants being elected. Finally, means of data collection and methods of analysi were concluded.
Que tlOnnaire wa the metho main d u ed in this re earch, however observations were al 0 implemented to upport the data collected via the urvey of teacher ' ICT use. Data wa analyzed
US1l1g P program version 1 pecifically, descliptive statistics of frequency counts mean and
tandard deviation. In addition, the qualitative data which were collected from both the open ended part of the que tionnaire and the ob ervations was analyzed using the constant comparative method of data analy i (Strau s & Corbin, 1990). The researcher did not only depend on the data collected ia urvey, but al 0 tried to support it u iug random observations which he believed would give him a close look at the real teachers' ICT use, integration and effectiveness in teaching
Engli h language .
Moreover, T-test analysis was applied to detennine the diffe rence between native and nonnative English teacher' knowledge, and usage of ICT in Engli h language instruction. Also taking into account the number of years of experience in teaching English language using ICT, and if it has any significance diffe rences on Engli h language teachers' ICT use.
The questionnaire content was pilot te ted and revised by three university instructors an
Education Advisor (EA), Subject Support Specialist in English language (SSS), an ICT teacher and some English language native and nonnative teachers.
The researcher believes that the questionnaire was the best way to collect the required data to answer the research que tions as it is practical in tenns of time, effort, less expen ive and enables the researcher to cover a large group of participants. Questionnaire also guarantees
36 confidentIality partIcIpant ould 0 \ not share re pon e freely. The data collected wa uppo ed to have unifonnity and equal tandard a the ame que tionnaire \ a given to all ubject . In ad to been dItIOn \\ bat ha mentioned, the data pro ided by the que tionnaire wa supposed to be preci e a the que tionnaire wa admini tered at the arne period of time.
The re earcher wanted to know whether or not teacher of English, native or nonnative
peakeI' of dIffe rent year of e 'perience in teaching English language perceive their lCT use or not and if they are competent enough to u e lCT tools in their day-to-day instructions. And the rea on they have fo r not u ing rCT tools in teaching English language. He al 0 needed to find out what ob tacle hindered th u e of lCT tool in Cycle Three classrooms, i.e. are they the lack of lCT tool or are they teachers' lack ofu e sklll in applying lCT tools.
Participant were a ked to respond to 13 main Likert-type section dealing with the perception of teacher ' lCT use. The 13 sections contain 73 statements about the rCT usage,
Hardware.' oftware (item 1-8) ,Area of U ing rCT (items 9-15) Web Authorizing Software
(item 16-21), Desk Top Publi hing (items 22-33), Communication Tools (items 34-38),
Application Software (items 39-46), Technology Operations and Concepts(items 47- 48),
Planning and de igning Learning Environments and Experiences (items 49-53), Teaching,
Learning and the Curriculum (items 54-57), Assessment and Evaluation (item 58-60),
Productivity and Professional Practice (items 61-63), Social, Ethical, Legal and Human I sues
(items 64-68), and Major Obstacles attitude (items 69-73).
The re earcher built the questionnaire mainly on NETS fo r teachers' perfornlance. However, the fl r t part of the questionnaire was devoted fo r personal infOlmation and lCT tools were created by the re earcher with ICT uni er sity teacher's consultants. The last part was three short open-ended que tions aimed to collect data about teachers' rCT use. It was analyzed using constant comparative method of data analysis. Open-ended questions can allow participants to give more 37 information mcluding their expectation , obstacle , attitude and under tanding of the ub ject from whIch the re earcher can better acce the re pondent ' true fe eling on the is ue. With open-ended que tlon , the re earcher i likely to get an wer from the respondent which may contam extra mforn1ation from the respondent (Wang 2008). These question could also be u ed more willmgly fo r econdary and fu ture analy i by the re earcher or other re earcher .
Population and Participant
The re earcher decided and cho e Cycle Three English teachers as an ideal re earch population fo r thi research data collection as it compose of both native and nonnative English language teacher . Al 0 there is limited number of ICT studies conducted on Cycle Three ADEC.
In addition, Cycle Three is the most important stage in the student's life in the UAE. The leamer's future tudie and career i bounded by the grades hel he cores at the end of thi Cycle Three.
ot only can the lCT help in improving the language competency but also it helps introducing basic leT skills which tudents will need in the undergraduate studies. This aspect is not applicable to cycle one; a it is almo t being taught neither by native English speakers nor fo r cycle nyo which i being taught by nonnative English teachers. The accessible research population was Al Ain Education Office schools in the UAE. Thus, this research study wa carried out on
Cycle Three teachers of English language in Al Ain Education Office, ADEC, UAE. The sample contained teachers of different years of experience male and fe male, native and nonnative Engli h teachers. The researcher compared the perceptions of teachers' ICT usage and current situation and compare it to ETS fo r both native and nonnative English teachers and the years of experience in teaching English language. The main aim was to find out what ICT practice would help English language teaching be more effective and the teaching and learning needed for using
ICT in classroom. Another criteria in selecting Cycle Three English language teachers as the research population, was six schools divided equally 3 boys' schools and 3 girls' schools selected 38 randoml . ample of 78 participant wa targeted in thi tudy. All participant were of diffe rent year of Cycle Three Engli h language teaching e perience. The fo llowing i the distribution of
ycle Three public chool withll1 bu Dhabi Education Council- Al Ain Education Office.
Table 1 Distribution o/ Cycle Th ree School Population throllghout AI Ain Office Variable umber Percentage
0 6 54.5 ' 0
0 Boy 5 45.5 0
Total 100% 11
The re'earcher had randomly sampled 6 schools out of 11, which is about 50% of the whole C cle Three chool population throughout Al Ain. Considering the e percentages, he then referred to proportional sampling in the fo llowing manner by considering gender, years of experience and language (nati e and nOlmative English teachers). In sampling fo r Cycle Three girl ' school ; he u ed the fo llowing sampling method. Since the number of the girls' of Cycle
Three public chools in Al Ain Education Offi ce i 54.5% of the whole Al Ain Cycle Three public
chool , he randomly sampled 3 schools from the girls' schools. And likewise, as the number of
Cycle Three boys' chools in Al Ain Office is 45.5%, he sampled 3 schools from the boys'
chool .
The research population wa 143 English native and nonnative English teachers at Cycle
Three. in Al Ain Education OfficeSchools; boys and girls schools, of an average of 13 teachers in each of the 11 schools; 5 boys and 6 girls' schools. The targeted sample was 78 teachers distributed among 6 schools, three boys and three girls' schools. The total number of responses which the re earcher could collect back was 73 responses distributed among 35 nati e English teacher represent (47.9%) and 38 nonnative English teachers (52.1 %). The gender was represented as fo llow; 39 males (53.4%) and 34 fe male (46.6%). All teachers are teaching grade
39 10, II and 12 other than 4 ho didn't mention the grade they v \ ere teaching. The majority of the
ample repre ented by 30 teacher teach grade 12. then the econd in order come grade 11 with
25 teacher . grade 10 i the lo we t \ ith 14, in addition to 4 teachers no grade mentioned. 41 teacher are of 6 year and more of teaching English experience, 32 have an experience of 5 year or Ie 111 teaching Engli h language. The ample minimum qualification i a BA degree of 32 teacher , 40 teacher of the ample hold an MA degree and only one with a Ph.D.
Re earch Design and Procedure
The current tudy employ a mixed method design which includes both quantitative and qualitative re earch method.
QUAN-Qual Model re earch wa implemented in two pha es. The first part was a
mvey conducted in 6 school randomly assigned; 3 boys' and 3 girls' chools equally represented making about 500 0 of the entire research population which is 11 Cycle Three schools in the
Al Ain Educational Office. Each school ha about 13 teachers making a total of 78 targeted Cycle
Three English language teacher as the research sample. The questionnaire wa adapted from the
NETS. It consi ts of thirteen sections fo llowed by an open-ended section where teachers were given the chance to give their input on whatever they like to add. The second part however was an observation sheet ( ee Appendix B). The re earcher also randomly selected 2 schools; 1 boys' and
I girls' chools containing 8 teachers; 4 male and 4 female teachers representing about 10% of the research ample. The observation sheet was also developed from the NETS to support the responses in the survey out of the selected perceptions of their lCT use. The observers were trained to use the observation sheet. They were the researcher and an EA. They both conducted a pilot observation and then held a discussion session to see the accuracy of the observation. Each observation lasted fo r an entire lesson; 45 minute a period. All the results were analyzed using
40 the P program ver Ion 1 de cripti e tati tic of frequency count , mean and tandard deviation and the con tant comparative method of data analy i ( trau & Corbin, 1990).
In trument
The re earcher u ed two in trum nt ; the fir t and maIO one was a que tionnaire,
ervation a1 howe er ob 0 \ a u ed to make ure that data collected via urvey was consistent and reflecting th actual perceptions of the teachers' lCT use. Ob ervation wa used during the teacher ' actual face to fa ce teaching to upport the questionnaire results and tand on tbe practices in realit .
Questionnaire
The researcher has designed his own questionnaire modified from NETS fo r teacher reviewed by everal referee . It has comprised of two parts; the first one is an adoption of a five point Likert cale. According to the five-point cale 1 refers to ' ever' 2 'Rarely', 3 'Sometimes'
4 'U uaUy', and - 'Always'. The second part included open-ended questions.
In a pilot tudy with one IT teacher to check the clarity of the JeT items and 6 both native and nOilllati e teachers making about 10% of the research sample. The pilot group was of different teaching experience randomly selected. The 'JeT Tools' and ETS standards were first verified the understandability and clarity of them. A meaning of each tatement was verbally explained before the subjects fill in the questionnaire. Thi fe edback from the IT teacher and the other 6 subjects were used to revise the questionnaire before it was administered again to the research sample in the main study.
Part I of the questiOLmaire fo cused on personal data including gender, age, nationality, qualifications, language (native or nonnative) and years of experience in teaching English.
Part II ha elicited teachers' responses to the extent they use specific leT tools in their cIa srooms.
41 Part lIT wa fo cu ed on giving the teacher a chance to expre their concem . ob tacle and expectation from I T in language teaching. The re earcher u ed the constant comparative method of data analysi fo r analyzing the open-ended part of the que tionnaire. Teacher mainly an \overed que tion three ( ee appendix A), "List 5 points that hinder the u age of ICT in your teaching?" Re pon es \vere as fo llow; lack of training and PDs, lack of fa cilitie , problems with accessing to the Intemet, time is not enough to plan and integrate ICT in language teaching.
tudent behavior. Updated lCT tool , Broken lCT tools (data shows and computers) and no cooperatIon from (IT teachers) and admini trations.
The tudy wa conducted in two pha e . a que tionnaire survey involving 73 teachers from 3 boy ' chools and 3 girl ' schools of an a erage of 13 teachers in each chool.
Observation
Ob ervation. which was used as the econd method fo r collecting data during English
nguage teachers' instructions, was al used fo r supporting the data collected via the la 0 questionnaire. The data collected was analyzed using the constant comparative method of data anal si (Strauss & Corbin 1990). It wa con tructed based on the questionnaire items (see
Appendix B ). It was used to collect qualitative data fo r upporting the analysis. The sample was
elected randomly and several observations have been conducted in diffe rent schools fo r both native and nonnative English language teachers of diffe rent experience .. A number of 8 teachers of about I 0 �'o of the sample from these schools, 4 fe male and 4 male teachers 2 native and 2 nonnative teachers in each group. These schools employ both native and nonnative English language whose qualifications range fromBA to Ph.D degree.
Qashoa (2006) studies Motivation among learners of English in the secondary schools in the Eastem Coast of the UAE. The study was conducted on 100 national male students from fo ur state secondary schools in the Ea tern Coast of the UAE. Students' were between 16-18 years. The
42 re earcber al inten 0 iewed 10 teacher and 3 upervi ors of Engli h from harjah Educational
Bureau. The o\erall re ult howed that tudent howed a po itive attitude toward the L2 communIty and an agreement that studying Engli h can allow them to interact with other Engli h
peaker".
Table 2: Backgroll17d Characteristic olthe Teachers H'ho H'ere Ob en'ed Gender Language CIa Year of ame Qualification teaching expenence Teacher 1 Male onnati e 10 6+ BA Male MA Teacher 2 onnati e II 1 - 5 Male MA Teacher 3 ative 12 6+ Male BA Teacher 4 ative 12 1-5 Female MA Teacher 5 onnative 10 6+ Female BA Teacher 6 onnative 11 6+ Female alve MA Teacher 7 12 6+ Female ative 1-5 MA Teacher 8 12
Total 8
Qualitative Data
Criterion or purposeful sampling (Marshal, 1996) was used in order to select 'the most productive ample to answer the research questions" (p. 523) for the qualitative palt of this re earch. With the assistance of one English educational advisor (who in charge of the girls'
chool), eight teachers were selected based on the criteria presented in Table 2: gender, age, classes they teach, language and qualifications. Data were collected through observations from the selected school teachers, The method of qualitative content analysis (Mayring, 2000) was used
43 fo r the analy 1 of the qualitative data. Qualitati e data wa used fo r upporting the data collected through the que tionnaire.
Quantitative Data Analy i
Demographic
Table 2 pre ent the demographic of teachers who participated in the quantitative palt of the re ear who took part ch. Teacher in the quantitative re earch were (500'0) female and (500,°) male teacher of Engli h language. Regarding their years of experience in teaching Engli h, (25%) were of 1-5 years of experience in teaching English and (75%) were 6+ year of experience in teaching Engli h. (50%) of the teacher were grade 10 and 11 and the other (50%) were teaching grade 12. (62.5°'0) of the ample holds an MA degree and (37.7%) holds a BA degree. By linking together et of observations with conceptual pattern of explanation we "see" reality (Bertilson,
1996). Ob ervation wa used fo r collecting data regarding teachers' practices regardles if they were native or nonnative.
All the 8 participants included in the observation were from Cycle Three (grades 10-12) teachers of Engli h a a fo reign language. They were all with a minimum experience of 3 years in teaching English with a baseline of band 6.5 in IELTS fo r the nonnative and licensed in teaching
English fo r the native teachers. Ba ed on ADEC's recruiting policy as 3 years' experience is a must condition fo r working with ADEC.
An observation sheet was used to collect data fo cusing on the three main parts of the
questionnaire which were transfomled into the ob ervatiol1 sheet with three colunul fo r, 'Yes, 0 and Evidence'. The observers spent a whole lesson observing the entire three-part lesson, presentation, practice and the plenary stage. The duration of an observation was: 45 minutes which i the official period time in ADEC's schools. Every incident concerning using ICT and
44 type of the tool u ed fo r howing the u ing ability in English language teaching \\'as recorded.
The e ob el\ ation sel\ ed to upport and broaden the data from the que tionnaire urvey in depth and detaIled what i re ally going on in the cia room and what i needed. All incident were recorded u ing the b ervation heet in the e idence column a they included the eating of the leamer , the I T tool , perception of English language teacllers of ICT skill in usage and location and u age. I T tandard ere the \. main fo cus of the observations. A schedule fo r ob erving the teachers wa fo llowed, making ure that all levels and native and nonnative teachers were equally repre ented according to the proportion (see Appendix C).
The re earcher applied the constant comparative method of data analysis. He first coded the data from both the open-ended part of the que tionnaire and the ob ervation heet. Then be collected the imilar ob erved lCT tools used during the English language sessions and put them in group . After that the re earcher categOlized groups of similar concepts. And finally the re earcher u ed an analy is fo rmat fo r listing the frequency of responses ( see appendix D). In the open ended part most re ponse were as fo llow; Students behavior was at the most repeated with
39 response , lack of training was second with 35, lack of fa cilities came the third with 30 respon e , problems with accessing to the Intemet was the fo ur major obstacle fo r using lCT in language teaching with 20 responses and other obstacle like students' behavior, updated rCT tools, broken lCT tools ( data shows and computers) and no cooperation from IT teachers and administrations were mention 12 responses times. The observation results indicated that (80%) of the observed teachers were seen using computer and data show during English languge teaching classes. (75%) of the observed sample was seen usingthe intemet to search fo r images and related topics. (50%) of the sample was seen using the Micro oftOf fice Power Point Presentation during the ob erved se sion . About (25%) of the sample was seen using the cassette players.
45 Validity and Reliability
modified ver ion of the ET \ a u ed a the mam component of both the que tionnaire and the ob en ation heet. Only the fir t part wa added to the que tionnaire ( ee appcndi. A). The que tionnaire wa alidated by three univer ity Ph.D holder ; an Infonnation and Technology (IT) teacher and two In tructor of Curriculum and instruction. The content of
wa al the que tionnaire 0 re iewed by a board of e pelis, three (Educational Advi ors) EA, two
( ubject upport pecialist ) S and an IT teacher were refereed to judge the content validity.
They all ugge ted rephra ing orne tatements e pecially in the ethics and background and major ob tacle ection (ee Appendix A). Paliicipants were asked willingly to complete the que tionnaire and re pon es were collected after that by tbe researcher.
Concerning the observation, the researcher u ed the same content of the questionnaire changing the Likert cale (see Appendix A) to; ye no and evidence ( ee Appendix B).
Finally, concerning re liability, tbe que tionnaire score was reliable. The score reliability wa calculated using Alpha Chronbach, using SPSS (version 18.00). The score reliability was 0.96 which means that the que tionnaire was highly reliable ( ee table 2).
Table 3 Cronbach 's Alpha re lilt of the Overall Study Result
Reliability Stati tics Cronbach's Alpha N of Items Valid .96 13 73
Limitations of the Study
It should be noted that this tudy is preliminary and exploratory in nature. All data collected was based entirely on the honesty of answers from the participants and how they perceived their skills toward ICT. The resu lts also provide only a "snapshot" of the time when data ere cted. It also mu t be recognized that the teachers involved participated voluntalily \ colle 46 in thl re earch tudy. Therefore, caution has to be taken when generalizing any finding fo r the entire population at the Umted rab Emirate a it \Va conducted Il1 the Emirate of Abu Dhabi-
DEC)
Other barrier informed in thi tudy were teachers' low Ie el of lCT skill in Engl ish language teaching, which could be due to low perceptions of English language teachers' competence' hich are nece ary future use. Such v fo r re ult point to the can tant importance of
I T re our es fo r the u ce of lCT initiatives worldwide. It al a implies that ICT ini tiatives
hould include tandard for preparing Engli h language teachers to use ICT effectively in their in truction .
In brief it is clear that this research study has some limitations which have to be taken into consideration when generalizing its results. Fir t, this study was conducted in the Emirate of
Abu Dhabi on ADEC Al Ain Educational Officeschoo ls that are currently undergoing a thorough educational refonn. This refo1TI1 is aiming to fa cilitate all ADEC's schools with all the required
ICT tool . Such a plan might not exist in other Emirates in the UAE. in addition, the ample cho en fo r the tudy is Cycle Three male and fe male school in Al Ain Educational Office. So the re ults cannot be generalized to other cycles. Finally, this study was implemented in the scholastic year 201 1-20 12. Thus, the study i limited only to public chools in one city in the UAE and in one scholastic year.
47 CHAPTER IV. RE ULTS
Ovcniew
The re ult of thi QUA -Qual tud were drav n from the two in trument , the que tionnaire and the ob ervation . Thi chapter i divided into three part ba ed on the re earcher three targeted que twn .
(1) How do Engli h language teacher percei e their leT u e?
(2) I there an ignificant difference in the perception of teachers regarding their leT use due to
ear of experience in teaching EngJi h language?
(3) I there any ignificant diffe rence between native and non-native English language teachers' perceptions regarding their leT use?
Result
Research Question 1. Hov do English language teachers perceive their leT use?
To an wer que tion 1 "How do English language teachers percei e their reT use?", the overall result point out that teachers were not suer of the perceptions of their reT use in relation to
English language teaching. The overall mean cores of the thirteen sections ranged from 1.45 to
3.1-on a 5-point cale ( ee Table 3). The e respon e indicate that teachers were not sure of the perception of their leT use.
The e result were supported by the data collected from the ob ervations during the observed sessions; teachers were using only basic leT tools like the data show some internet website for learning English. They were seen using some MicrosoftOf ficeprograms like; Word,
Power Point, and excel. They also show some ba ic leT usages fo r planning and sending a fo llow up short message service (SMS) to parents.
48 Table -+ Z(//lI11ar), Descriplil'e Stati of stic of Frequency 017 Teachers Perception of their leT U e ariablc Mean td. Deviation Hardwaret oftv, are 2.21 .81 Area · of ing r T 2.95 l.0 1 Web uthorizing Software 2.00 1.23 De k Top Publi bing 1.45 . 5 Commw1icarion Tool 2.45 1.44 pplication oftware 1.88 1.12 Technology Operation and oncept 3.10 l.29 Plannmg and de igning Learning Environment and Experiences 2.95 1.28 Tea hing, Leammg and the CUITiculum 2.96 1.31 A e ment and Evaluation 3.06 1.33 Productivity and Profes ional Practice 3.15 1.37 ocial, EthicaL Legal and Human l ues 2.70 1.32 Major Ob tacle 2.64 1.35 I Total 2.58 l.21
lnve tigating the results in detail by looking at table 5, we can see that the first ection;
hardware, oftware, wa not repre ented well in the overall descriptive statistic of the frequency
ummary pecifically re ponses to Microsoft Officeuses . It is clear that teachers use Microsoft
Office more than any other hardware/ software tools. However other ICT tools like school web
ite, which i uppo ed to be a daily lCT tool has one of the lowers means at 2.08. Ob ervation
re ults indicated also that teachers of English have never been seen using Test preparation
programs or Authoring software.
Table 5 Hardware, Softrmre Us age
Variable Mean Std. Deviation MicrosoftOf fice(Wo rd, PPT, Excel, Publisher Access, etc. ) 3.71 1.49 Authoring software e.g. FrontPage 2.14 1.35 Management programs for student data 3.07 1.48 Scbool Web Site 2.08 1.43 Internet search engine fo r lesson planning and resource finding 3.93 1.48 Test preparation e.g. quiz creator 2.79 1.49 Total 2.95 1.01
49 Table 5 how lo\'. perception of teacher leT u e in area of u ing lCT with an overall mean core of 2.21 ( D =.81) ( ee Table 6). Computer got a lightly high core among area of u ing 1 T ""hich i a nornlal ca e ince it i the mo t frequent u ed tool.
Ob ervation have confirnled that 2 third of the ob erved teacher u ed computer
tly fo r downloading internet tuff like daily worksheets mo tly related to reading, grammar, 010 power point pre entation (PPT), work heet , fa mous educational websites a teacher ere seen log into the internet fo r immediate use or stuff being seen distributing work heets from some fa mou web ite ; edhelper, which some schools are members at.
Table 6 Areas of U ing JeT aliable Mean Std. Deviation Computer 3.68 1.35 Televi ion 1.78 1.10 VCR.; HS Tape 1.33 .75 D o Player 2.18 1.23 OHP 2.42 1.52 ActivBoard 1.63 1.14 Digital camera (still) 2.49 1.26 Digital video cameras 2. 12 1.21 Total 2.21 .81
Table 7 hows that teachers of English ha e low perceptions towards web authorizing
oftv,:are tool at (mean=2.00). Thi could be due to the limited web authOlizing software programs skills the teachers of English have. Observation confinn this finding as teachers of
English were not observed using any of the web authorizing software programs during the observed se sions.
50 Table 7 Web Authoring Software U. age Variable Mean Std. Deviation FrontPagc harcPoint de igner 1.7 1.13 Dream\\ea\ er 1.60 1.06 PDF 3.03 1.54 HTML 2.62 l.63 etObjects Fu ion j 1.45 .96 Macromedia Dreamweaver 1.49 1.07 Total 2.00 1.23
Looking at table we can ee that De ktop Publi hing tool were rated among one of the lowe t perceived item in tbe leT tools. Observations bave proved also that teachers rarely use the e tool other than ery limited as ignment requesting some student produce their Engli h
Continuou A essment Rich Task (ECART) products using MicrosoftOffice Publis her.
Table Desk Top Publi hing Programs Variable Mean Std. Deviation Serif PagePlu l.38 .89 Adobe Home Publi her a 1.70 1.09 Adobe PageMaker ,Adobe FrameMaker ,Adobe InDesign 1.67 1.11 Microsoft Office Publisher 2.33 1.41 Corel Ventura 1.25 .62 iStudio Pub1i ber 1.26 .65 PageStream (used to be "Publisbing Partner") 1.21 .60 Quark.XPres 1.21 .55 CorelDRA W 1.26 .62 Fatpaint (Web-ba ed application ) 1.22 .63 OpenOffice.org J .49 1.04 Ready,Set,Go 1.42 1.00 Total 1.45 0.85
Table 9 shows that teachers of English are not sure of the use of tbe communication tools. However a sligbtly noticeable above average (mean =3.52) was gained by Email in this
ection. It seems that teachers perceive their skill in using email for contacting their colleagues and students. Three teachers were observed sending emails containing daily work to their
tudents'. Observations proved that teachers are aware of the importance of being competence at 51 u ing the email fo r performing per onal affair and some of them were seen ending ta k 'v la email to their tudent during the ob erved ession .
Table 9 Communication Too! Variable Mean Std. De iation EmaIl 3.52 l.66 Blogs 2.52 1.54 Wlki 2Al lAO Twitter 1.59 1.13 Facebook 2.21 IA6 Total 2.45 1A4
Table 10 how that teacher of English rated the application software very low with an overall mean 1.8 . Thi i due to the limited PD de oting fo r improving teachers' lCT u e,
pecifically in thi area. Although teachers are upposed to log into the World Wide Web fo r re ouree which help teachers fa cilitate teaching and leaming English language as a fo reign language. Ob ervation proved that teachers were rarely seen using application software during the ob eITed eSSlOn .
Table 10 Application Software Variable Mean Std. Deviation InternetExp lorer 3AO 1.63 Windows Mail 2.36 1.62 Windows Live 2.03 1A8 Windows Live Messenger 1.86 1.43 Window Live Movie Maker 1.74 1.13 Micro oft Agent lAO .89 Micro oftMe ssenger for Mac 1.32 .80 Live Mesh 1.00 .00 Bing (search engine) 1.78 1.12 Total 1.88 1.12
Table 11 shows that teachers are above average at the meaning and usage of technology operations and concepts. The mean scores range between 3.08 and 3.11. Observations have also fo und that the majority of the observed teachers were slightly aware of the available ICT tools like
52 de ktop and data how and never been een during ob erved e Ion howing operations and concept awarene kill .
Table 11 Op eraltol1s and Concepts ariable Mean Std. De iation demon rrate introductory knowledge, kill , and 3.11 l.36 understanding of concept related to technology (awareness of meaning and u age). demon trate continual growth in technology 3.08 l.22 knowledge and kills to tay abreast of current and emerging technologies. Total 3.10 1.29
Table 12 how a Iow an erall a erage mean score of 2.95 (SD = l.28) out of 5 items 0
111 the planning and de igning leaming environment and experiences (See Table 12). Teachers
eem to lack sufficient Profe sional development which could help them plan and design the required leaming en ironment with enough leTs experiences. Teachers responses indicate that teacher u e leT poorly concerning designing and are not sure if they can create an enjoyable learning environment.
Table 12 Planning and Design ing Learning Environment and Experiences ariable Mean Std. Deviation de ign developmentally appropriate leaming opportunities that 3 1.22 apply technology-enhanced in tructional strategies to upport the diver e needs of learners. apply current research on teaching and leaming with technology 2.92 1.21 when planning learning environments and experiences. identify and locate technology re ources and evaluate them fo r 2.97 1.32 accuracy and suitability. plan fo r the management of technology resources within the 2.9 l.3 context ofleaming activities. plan trategies to manage student learning in a technology 2.97 1.36 enhanced environment. Total 2.95 l.28
Table 13 shows an overall low mean score at 2.96 in the perception of teachers leT use in using leT tool for teaching, leaming and the curriculum. Teacher might not be aware of the 53 u. e of r T fo r fa cilitating teaching and learning, catering fo r individual need , developing higher order thmking and enhancing the language leaming internment. Evidence fo r u ing ICT tool fo r teaching. leaming and the curriculum competently were not ob erved during the ob ervation
es ion. Teacher were u mg ba ic lC T tool like data how and orne MSO programs fo r delivering rouline es Ion .
Table 13 Teacilll7g, Learning and the Curriculum ariable Mean Std. Deviation facilitate technology-enhanced experience that addre s content .05 1.33 tandard and student technology standards. u e technology to upport leamer-centered trategie that 2.97 1.32 addre the diverse need of tudents. apply technology to develop tudent ' higher order skills and 2.85 1.30 creati\ity. manage tudent learning activitie in a technology-enhanced 2.96 1.28 environment. Total 2.96 l.31
Table 14 hows that u ing ICT fo r asse sment and evaluation is average. Results show that teacher of English are not aware of the importance of using leT fo r marking and recording student ummative and formative exam results. The mean score is average ranging from 2.86
3.21. Observations have hown that ob erved teachers didn't show a noticeable use in u ing a sessment and evaluation programs other than the Education and School Improvement Service
(ESI ) program provided by ADEC.
54 Table 14 .1sse,\.sment alld Evaluation anable Mean apply technology in a tudent learning of ubject matter 3.21 u ing a aricty of a e ment technique ? \ u e technology re ource to collect and analyze data, interpret 2.86 1.23 rc ults, and communicate finding to impro e in tructional practIce and maximize tudent learning? apply multiple method of evaluation to determine tudents' 3.12 1.44 appropliate u e of technology rc ource fo r learning, ommunication, and producti ity? Total 3.06 1.33
Tabl 15 how that teacher are neutral in regards to the importance of being competent
in leT for their profe ional development and the productivity. The overall mean score is 3.15
out of 5 Likert cale. Observations neither confirn1 nor reject this result becau e there was no
chance to attend PD or teacher meeting and di cus ions.
Table 15 Productivif1' and Professional Practice V31iable Mean Std. Deviation u e technology resource to engage in ongoing professional 3.22 1.29 development and lifelong learning? continually evaluate and reflect on professional practice to make 3.01 1.38 infoffileddeci ion regarding the use of technology in support of tudent leaming? apply technology to increase productivity? 3.22 1.43 Total 3.15 1.37
Table 16 shows a low awareness of the teacher ' social, ethical, legal and human i sues at an overall mean score 2.70. Ob ervations confirn1 that Students were Emirates having the same background.
55 Table 16 Socia!. Ethical. Legal and Hliman ! lie ariable Mean td. Deviation model and teach legal and ethical practice relat d to technology 2.82 1.36 u c? apply technology re ource to enable and empower learners with 2.78 1.24 divcr e background , characteri tics, and abilitie ? Identifyand u e technology re ource that affirnl diver ity? 2.53 1.24 promote afc and healthy u e of technology resources? 2.81 1.43 fa cilItate equitable acces to technology re ource fo r all 2.55 1.32 tudent '? Total 2.70 1.32
Table 17 indicate that teacher are average with regards to their leT use and the effect of the ob tacle uch a the insufficient number of leT tools, necessary skills, shOliage of time,
profe ional development e sions and the lack of support from administration. Observation have affirmed that teacher try to avoid u ing lCTs, if there are any, because tbe peliod is: 45 minute and they are required to plan three-part lessons; presentation, practice and plenary. In addition, negative attitude towards rCT tools ha been confi1l11ed by the responses earlier.
Table 17
Mean Std. Deviation in ufficient number of leT tool for educational use? 3.45 1.57 Jack of knowledge/skills in using computer /the lntemet for 2.15 1.15 instructional purposes? insufficient time for teachers to prepare lessons using leT? 2.92 1.34 inadequate administrative suppOli at the 2.82 1.50 department! chooL officelevel? fe ehng uncomfortable because some students are more 1.86 1.17 competent with leT than you are. Total 2.64 1.35
56 Re earch Que tion 2
To answer que tion 2 (I there any igl1lficant diffe rence in the perception of teacher
regarding their rCT u e due to year of experience in teaching Engli h language? ) the overall
rc ult (0.35) Il1dlcate that both group one (teachers between 1-5 year of experience in teaching
Engll h languag ) and group two (6 years and abo e of e perience in teaching English) were
neutral in giving their re pon e in the way they perceive their lCT use in relation to English
language teaching.
To explore the relationship between teachers' perception in the two groups towards ICT
and year of teaching experience, core fo r years of teaching e perience were categorized into
two level : from 1 to 5 and from6+ years of teaching experience. The He t was use.d to analyze
the diffe rence among the two groups and their ICT perception. The overall results showed that teacher ' perception toward ICT tools on the number of teaching year were not affected by their teaching experienc
Table 18 Summar),oJ t-Test on Years oJ Experience oJ Teacher . Perception of their leT Use Variable Mean YoE Gl G2 t Sig. (2-tailed) H ardware, software 2.04 2.33 -1.54 0. 13 Area of Using ICT 2.72 3.13 -1.75 0.09 Web Authorizing Software 1.89 2.08 -0.93 0.35 Desk Top Publishing 1.32 1.55 -1.55 0. 13 Communication Tool 2.36 2.52 -0.65 0.52 Application Software 1.82 1.92 -0.49 0.63 Technology Operations and Concepts 2.92 3.23 -1.09 0.28 Planning and designing Learning 2.81 3.06 -0.91 0.37 Environments and Expeliences Teaching, Learningand the Curriculum 2.77 3.l0 -l.16 0.25 A se sment and Evaluation 2.97 3.14 -0.63 0.53 Productivity and professional Practice 2.94 3.32 -1.28 0.21 Social, Ethical, Legal and Human Issues 2.48 2.87 -1.46 0. 15 Major Obstacles 2.06 2.09 -0.14 0.89 Total 2.39 2.64 -1.04 0.35 Group 1= 1-5 years (32 participants) and Group 2= 6+ years (41 participants) 57 TabJe 19 pre ent , the re ult of the independent-sample He t core how no
'ignificantdif ference in the perception of I T u e (t=- 1 .04; p 0.35) among t the teacher ' years
of expencnce towards leT tool ( e table 19). The e respon es indicate that the hvo group were
not 'ure of the perception of their leT u e in relation to the experience fa ctor. The e re ult were
in con i tent with the re ult gathered from the observation . Both the fir t group with fe w year
of e perience and the other group with more experience in teaching English, show negative
perception in term of the use, attitude and readability to try to explore the available leT tools in
teaching Engli h language in all the observed ses ion . They were all handling leT tools in almo t
the ame u age ability.
By looking at ome detailed t-Test analysi on year of e perience of teachers' perception of their leT u e ( ee table 19).We can see that there are fe w items in areas of using leT indicate significance difference behveen the two groups ( ee table 19). in the fo llowing table the re earcber \\'il1 only address the significance diffe rence parts.
Looking into the area of using leT section, table 18 present that 3 items (50%) of the variances were significant at < 0.05 in favor of 6 year and plu experience in teaching English language. This indicate that the more experience in teaching English the teachers of EngJi h have the positive attitude they have towards leT tools.
Table 19 Areas of Using leT Variable Mean YoE Sig. (2- Gl G2 t tailed) Authoring software e.g. FrontPage 1.78 2.58 -2.62 .01 ** Management programs for student data 2.68 3.44 -2.50 .02** Scbool Web Site 1.68 2.55 -2.78 .01 ** Total /6 2.72 3.13 -1.75 .18
58 Re earch Que tion 3
To ans\\. er que tion 3 (l there any ignificant diffe rence between native and non-native
Engll h language teacher ' perception regarding their ICT use?), tbe overall re ult at table 20
p int tbat both native and no native Engli h teacher have very low perception of their ICT u e in
relatIon to Engli h language teaching at (t= 1.66; p 0.23), ( ee Table 30). Only three sections out
of thirteen bO\ 19t1ificance diffe rence
Table 20
Summary a/ the O\'erall Re lilt Ana�l'si of t-Te t 017 ative and Nonnative Teachers ' Perce ption of their leT Use Variable Mean Sig. (2- Gl G2 t tailed) Hardware/ oftware 2.3 1 2.1 1 1.04 0.30 Areas of U ing ICT 3.14 2.78 1.54 0.13 Web Authorizing Software 2.34 1.68 3.38 0.00* Desk Top Publishing 1.67 1.25 3.00 0.00* Communication Tools 2.57 2.34 0.88 0.38 Application Software 2.23 1.55 3.99 0.00* Technology Operations and Concepts 3.34 2.87 1.70 0.09 Planning and designing Learning 2.80 1.60 1.17 0.25 Environment and Experiences Teaching, Learningand the Curriculum 3. 14 2.79 1.25 0.22 Asse sment and Evaluation 3.25 2.89 1.34 0. 19 Productivity and profe sional Practice 3.35 2.96 1.32 0.19 ocial, Ethical, Legal and Human Issues 2.12 2.04 0.46 0.65 Ob tacIe 2.12 2.04 0.46 0.64 Total 2.64 2.22 1.66 0.23 Group 1= 35= native English teachers, Group2=NN 38= nonnative English teachers * (p>0.05)
However, the results collected via tbe observation showed that both native and no native
English teachers show the same skill and awareness in using the ICT tools in teaching English.
Although the overall result didn't indicate a significant diffe rence between native and nonnative English teachers in the hardware and software section, the detailed analysis of this part
indicates only one variable with significant diffe rence represented by Digital video cameras at
0.04. Observations however didn't show any use of digital cameras use neither by native nor by
59 the nonnative Engli h teacher . Thi could be becau e teachers didn't need to di pIa video
material dUling the ob crvation e ions.
Looking at re ult analy i in detail , the Authorizing Software U age section result sho\\'s
a ignificant diffe rence in the total result of thi section at 0.00. The ignificant diffe rence b tween
l1ati\e and l1onnati\ e Engli h teachers' perception of their web authorizing oftware programs is
\ery high coring < 0.05, e cept fo r one ariable; PDF which indicates that both native and
nonnative Engli h teacher have the same u ing kill. Mostly all this section items indicate that
native peaker Engli h teacher are competent in the design programs. This could be due to their
po itive attitude towards leT tool and good background in using them, the PDs they have and the
'ufficient time u ing web authoring oftware in teaching English language. Observations howe er didn"t indicate any diffe rences in teachers' u ing ability in these programs. Observed teachers were not een using them in any of the se sions being observed. This is because these kind of program are ery speciali t and are mainly u ed fo r IT design and programming.
Table 21 show a significant diffe rence in the total result of this section at 0.00. The
ignificant difference between native and nonnative English teachers' perception of their web authorizing oftware programs is very high scoring < 0.05, except fo r one valiable; PDF which indicates that both nati e and nonn ative teachers have the same u ing ability. Mostly all this
ection items indicate that nati e speakers English teachers are competent in the design programs.
Observations however didn't indicate any significant diffe rence between nati e and nonnative
EngJi h language teachers in using web authoring software. Observed teachers were not seen using them in any of the observed sessions. These programs are used fo r designing and motions which are not u ed by English language teachers.
60 Table 21 Web A IIfhorin So{t1\'are ariable Mean Gl G2 t Sig. (2-tailed) I FrontPagc harcPoint de igner 2.23 1.37 3.48 0.00* Dreamweaver 1.97 L.26 3.00 0.00* °et Object Fu Ion 1.83 1.1 1 3.46 0.00* Macromedla Dreamwea\ er 1.77 1.24 2. 19 0.03* Total 1.95 l.25 3.03 0.00*
Table 22 declare a high overall significancedif fe rences between native and non-native
Engli h teacher' perception of their de k top publishing use at a total of 0.00 in favor of nati e
Engli h teacher . Three variables however represented by Microsoft Office Publisher,
Page tream, and OpenOffice.org don't indicate any significant diffe rences between the two group . Observations however didn't indicate any ignificant difference in using Micro oftOffice
Publi her since the t\vo group use the same tool in the observed ses ions.
Table 22 Desk Top Pliblishing ariable Mean Gl G2 t Sig. (2-tailed) Serif PagePlus 1.63 l.16 2.32 0.02* Adobe Home Publi her 1.97 1.45 2. 10 0.04* Adobe PageMaker ,Adobe FrameMaker ,Adobe 2. l7 1.21 4.09 0.00* lnDesign Microsoft OfficePublis her 2A9 2.18 0.91 0.37 Corel Ventura lAO l.11 2.08 0.04* iStudio Publisher 1A6 l.08 2.60 0.01 * PageStream (used to be "Publishing Partner") 1.34 l.08 l.91 0.06 QuarkXPress l.34 l.08 2.09 0.04* CorelDRAW lAO 1.13 1.87 0.07 Fatpaint (Web-based application) lAO l.05 2A4 0.02* OpenOffice.org l.71 1.29 l.77 0.08 Ready,SetGo l.74 1.13 2.73 0.01 * Total l.67 1.25 3.00 0.00*
Table 23 shows, the results of t-test which indicates an overall significant difference between native and nonnative English teachers at 0.00. Observations however didn't show any
61 e of the e t 01 other than orne downloading from the email or ending student u orne learning material la email . \
Table 23 ApplicatIOnSoji H'(Jre an able Mean ig. (2- Gl G2 t tailed) Internet Explorer 3.77 3.05 1.92 0.06* Wmd w Mail 3.00 l.76 3.51 0.00* Window LIve 2.57 1.53 3.20 0.00 Windov" Live Me senger 2.43 1.34 3.49 0.00* Windo\ Live Movie Maker 2.09 1.42 2.61 0.01 * Micro oftAg ent l.69 1.13 2.77 0.01 * Micro oft Me senger for Mac l.57 l.08 2.76 0.01 * Live Me h 2.46 l.97 1.42 0.16 Bing ( earch englOe) l.97 l.61 1.40 0.17 Total 2.23 l.55 3.99 0.00*
62 CHAPTER V. 01 U o LU 10 . A D RECOMME D TIO S
Oven ie,
The no\ clty of thc 1 T tool i gradually becoming an ine itable part in people's per onal
and profcs ional life. They exceed their role from a language fa cilitator to a modem life neces ity.
1 T tool pro\'lde Engl i h language teacher , with mUltiple opportunities to vi ualize and bring
automatic language ituations. Diffe rent cholars, in titution and decision-maker are still
cautiou regarding enjoying the actual fa cilitie and integration of the lCTs in c1a room
acti itie . Attempt are being made by teachers to make the best they can to support their teaching
and their tudent ' leaming.
The inve tigation of Cycle three teachers' perceptions of their lCT use in teaching English
language in the UAE wa meant. Areas like how teachers look at their rCT CUlTent use and how it
upport or hold back their English language teaching was tudied. , Teachers' present lCT use in daily Engli h language in truction. the language difference between nati e and nonnati e and how much doe it ha to do with lCT use and the relationship between year of experience and lCT use were examined. Obstacles that English language teachers think has to do with the full implementation of the rCT tools in Engli h language teaching too wa addressed in the open ended part of the questionnaire.
This chapter i intended to brieflydemon strate and discusses the findings of the study that has been mentioned in the previous chapter. A discussion of the various implications of the study will also be presented. Finally, some recommendations are concluded fo r further research will be listed.
Discussion of the Results
The results of this study stated that English language teachers are not mainly sure of the perception of their lCT use in teaching English for Cycle Three students. Results also show that
63 there is no igmficant dIffe rence in re lation to the number of year of experience in teaching
EngJi h language in relation to leT u e. However significant difference \ ere recognized
concerning teacher ' nati e language; native and nonnative teacher ' perceptions of their leT u e.
In addition, the Engli h language teachers perception toward leT tool indicate crucial
technolo important m integrating gy in English language teaching. The three re earch question
were u ed a a general framework to di cuss the main result of the study.
The tudy had the fo llowing three que tion :
(1) How do EngJi h language teacher perceive their leT use?
(2) 1 there any ignificant diffe rence in the perception of teachers regarding their lCT use due to
year of e. perience in teaching English language?
(3) Is there any ignificant difference between native and non-native Engli h language teacher ' perceptions regarding their ICT use?
The re ults of the analy is provided the fo llowing answers to the three research que tions.
(1) The merall results of the thirteen ections revealed that teacher don't have a clear perceptions of their leT u e in teaching English language, the mean score (2.58). The result of this question doesn't completely match with different researchers who believe that perceptions of teachers of their leT using skill have been universally recognized as an important factor for the success of technology integration in education (Rogers, 1995; Watson, 1998; Woodrow, 1992, Almekhlafi and Almeqdadi, 201 0). Teachers need to perceive the importance of being competent in leT. As soon a the they perceive the leT tools role in language teaching, participants are expected to be using leT in their classrooms. They can achieve that once they have been provided with the required PDs, enough time for planning and integration and leT tools become more available to them. Thi symbiotic association between attitudes toward leT and its use and use in the language
instruction has been widely reported in the literature (e.g., Blankenship, 1998; Isleem, 2003,
64 Baylor and Ritchie, 2002 , Roger , 1995, Er tmer in Jone , 2004 , Hennan Tondeur, van Braak,
& alcke, 200 Mueller, Wood, ; WIllougbby, Ro ,& pecht, 2008. Chen, 2008; ueller et aI.,
200 Jzcn & Fi hbe in. 19 0: Zimbardo, Ebbe en. & Ma lacb, 1977. Chri ten en, 1998,
Kluever, Lam. Hoffm an. Green, & wearinge , 1994, Ker aint, Horton. Stohl, and Garofalo. 2003
. and WoodroV\. , 1992, Albirini, 2004).
The pre ence of JCT tool s III the developing countries' schools is not enough.
takeholder have the re ponsibility not only to upply the schools with various JCT tools, but al of acceptance amongst 0 to fo tef a habit the end-users of these tools. This can be achieved through making the u e of lCTs attainable by providing the teachers with the sufficient profe ional development se ions and enough time and encou ragement. Teachers' unclear perception of teachers' rCT use are in con istence with findings by several researchers (e.g.,
Ya'acob et. al.. 2005; Paula & So. 2006, Albirini 2004, Koohang, 2005, Kress 2002, Perry,
2003).
Teachers' concern about the inappropriateness of computers with the exi ting ADEC language indicators as well as the lack of time for computer use point out that educational change cannot imply be accomplished by placing computers in school (Hodas, 1993). Previous re earches have pointed to teachers' lack of lCT competences as a main obstacle to their perceptions and usage of lCT in developing countrie (AI-Oteawi 2002' a, 1993; Pelgrum,
2001, Albirini 2004 Harman & Koohang, 2005; Hung & Nicbani, 2002; Harman & Koobang,
2005, Kress 2002, Perry, 2003). The unclear perceptions ofteacbers' lCT use suppoli and extend the findings from previou research.
This perception by the English language teachers might be due to several fa ctors which make them respon e neutrally; they don't receive enough support from the administrations.
Teachers don't have enough time fo r integrating lCTs in their teaching. Teachers may not have the
65 neces ary kill a they don't ha e enough technical profe ional development. leT mig ht be
Ie\:ed ineffe in teaching \ ctive Eng!i h a a fo reign language. choo1 maybe don't have enough
I T tools cIa room. In each The cUlTiculum maybe doe n't require the u e of reT in teachino b Englt h and the t acher may not have a po itiv attitude towards using lCT fo r teaching Engli h a they may beJteve it i time con uming.
(2) There i no ignit icant diffe rence between year of experience in teaching English language; teachers with 1-5 year of experience and those teacher with 6+ years of experience in teaching Engli h language. The re ults of the independent-sample t-test scores how no significant diffe rence in the perceptions of lCT using skill (t=-1 .04; p> 0.05) amongst the teachers' years of experience toward ICT tool . The majority of respondent stated having low competences in handling mo t of the leT tools needed by English language teachers in relation to years of experience in teaching Engli h langauge. The observations result matches these results a teacher being watched rarely used only some basic lCT tools like computer and data-shows.
This findingsupp orted re ults of (Al- Rabaani 2008, Eugene 2006). However it didn't not match with the fi nding of re earche conducted by (Albirini, 2004, Adika & Adeyinka 2007, Al-
Zaidiyeen 2010, Ismail, Almekhlafiand Al-Mekhlafy 201 0).
Teacher ' concern about the inappropriateness of computers with the existing ADEC language indicators a well as the lack of time fo r computer use point out that educational change cannot simply be accompli hed by placing computers in schools (Hodas, 1993 ). Previous researches have pointed to teachers' lack of leT competence as a main obstacle to their perception and usage of ICT in developing countries (AI-Oteawi, 2002' a, 1993; Pelgrum, 2001 Albirini
2004, Harman & Koohang, 2005; Hung & ichani 2002; Ham1an & Koohang, 2005, Kress,
2002, Perry, 2003). The results of the present study stated that perceptions of English language
66 teacher I T u e are crucial in language teaching. it upport and extend the finding of pre\ iou re earche
, being mentIOned in the erall mean 0 core earlier this unclear perception by the two b'TOUP' might be due to several fa ctor which make them respon e neutrally; they might not receIve enough upport from the admini tration . Teacher might not have enough time fo r integrating leT in their teaching. Teacher may not ha e the nece ary kills as they don't ha e enough technical profe ional de elopment. leT might be iewed a ineffe ctive in teaching
Engli h as a foreign language. They might not have enough leT tools in each classroom. The curriculum may not require the use of leT in teaching English.
(3) There is a stati tically ignificantdif fe rence between the native and nonnative English language teacher in fa or of the native English language teachers group in three sections out of thirteen section , (t= 1.66; P < 0.05).
This result is inconsi tent with some researchers addressed in the literature revIew e.g. (AI- Rabaani 2008, Eugene 2006). The respondent ' positive perceptions were clear in some t-test analysis specifically in Web Authorizing Software, Desktop Publishing and Application
Software which was in consistence with findings of researches conducted by (Albirini, 2004
Adika & Adeyinka 2007, AI-Zaidiyeen 2010 Ismail Almekhlafi and AI-Mekhlafy 201 0). The e result were not clear in the observation re ults. This matches Eugene (2006) findings who fo und that teacher I actual instructional practices of technology integration were fo und not to match their belief:.
Both groups were seen usmg if any, the same leT tools. Native English language
Teachers' per ception and positive attitudes reveal their initiation into the innovation-decision process (Rogers, 1995). It seems that nOID1ative English language teachers don't fully perceive and value the importance of leT in teaching English. Teachers of English at Cycle Three do not have
67 clear perceptIon of their I T u e. The e finding matched with (Albirini 2004) fi ndings. However
the other part of the ample repre ented by the native Engli h language teacher have already gone
through the Knowledge and Per uasion tage (Rogers, 1995) and are probably proceeding to the
Decl ion phase. A many theori ts have indicated, attitudes can often predict future decision
making behavior ( jzen & Fi hbein. 1980).
TIll diffe rence which i in fa vor of the native speakers might be because of the cultural awarene of the importance of using JeT in upporting language in truction. It is worth mentIoning that all the Engli h Medium Teachers (EMT ) are coming fi"om diffe rent We tern countrie . The re earcher believes that the Westem countries are pioneering education in general and language teaching using leT tools. The westem govemments also facilitate teaching and learning and provide chool with the necessary reT tools. Thi could be also due to the habit th:lt native English teachers have fo rnled in using leTs in their personal life and can transfer it to their profe ion. Al native teachers' might have a positive attitude towards leTs, sufficient reT PDs 0 at their countries. The availability of leT tools in chool in their countries might have made this diffe rence between native and nonnative English teachers exist.
It can be concluded from thi study that teachers' using skill of leT is import.ant 111 fa cilitating English language instruction and enhancing the leaming of English Language. A good mastery of leT will take some time when all the stakeholders work towards fa cilitating the leT usage in teaching English language. Teachers should perceive their leT use in saving time, efforts, and making learning English as easy and interesting. They should master leT operation and integration in their daily face to face teaching.
68 Recommondation fo r Further tudie
Sa ed on the finding of thi re ear h, it i ad isable that leaders of the education reforn1
at ADE hould endeavor re i iting the learning plan with a view to integrate the u e of computer and J T - upporting in truction in teaching English language. However ADEC can u e orne
initiative project like the E-Cla s a a proper eed fo r thi effort. This can be implemented firstly by training teach r in computer literacy, then the adequate rCT tools in all Cycle Three chool .
AI 0, teacher of Engli h language should be expo ed to regular seminar and computer literacy work hop to keep them abrea t of computer and lCT - based instruction in EngJi h language.
Furthern10re. chao I admini tration should li t the support of local communities to secure ICT tool in all Cycle and specifically Cycle Three chools for effective teaching and learning.
Mini try of Education in the UAE hould also ensure that schools do not just have computers and lCT facilitie rather they hould ensure that they are effe ctively utilized.
The finding of this tudy demonstrated that the English language teachers are generally neutral in their re ponses regarding their lCT use. The study wa implemented on a quite a big
cale population where 50°10 of Cycle Three teachers were targeted. Thus, additional inve tigation circumstances surrounding the ICT use needed to be conducted. Moreover a replication of the study can be made to assert its results on other Emirate , on larger populations and with more participants with other cycle . In addition, the study was implemented during a process of a huge reform in ADEC represented by facilitating the schools with all the necessary lCT tools. Therefore, there is a need to conduct more studies after completing ADEC's lCT reform plan.
Learners have to be willing and eager to learn u ing lCT tools. Administration need to provide classes with the necessary ICT tools and make them ready fo r the benefit of the learners who are the main concern of the lCT use. However, ADEC and other stake 1 alders in the UAE
69 educatIOn y tem hould clamor fo r impro ing the quality of English Language 10 truction in
chools through making ure that t acher ha e the required level of leT mastery. Thi can be achieved by equipping the school with adequate, enough leT tools, knowledge and kills of usmg leT to teach Engli h language.
Finally, cveral studie are required to inve tigate diffe rent English language teachers' u e and implementing rather empirical tudie to have a complete picture of the actual English language teacher" leT u e. Further studies are needed to investigate these drawbacks and challenges which can be listed a :
• leT infra tructure in cia room
• cc to leT tools and re ources
• Teacher ' attitude towards the effectiveness of leT integration
• Time constraint and leT integration
• tudents' leT skill
• Administrati e upport for leT integration in English clas room
• leT integration in English curriculum design
70 Conclu ion
ADE i leading a great educational reform in the UAE aiming to reach international
educational tandard . Thi i represented by everal initiative step icncluding the role of ICT
tool in education in general and I T in Engli h language teaching and learningin particular. This
awarene is repre ented by equipping ADEC's chools with the required ICT tool s howe er;
not allow the c tool will the execution of the refonn without taking into con ideration the
teacher ' role . Teacher have to be counted as the comer tone fo r any lCT integration. tudying
the teacher ' rCT need , PDs, locating time in the cuniculum fo r effective lCT implementation,
regular meeting and feedback from teachers' ICT integration and encouraging teachers to fo rm
po itive attitude toward ICTs are key elements fo r any ICT u e in future EngJi h language
in truction.
It i taken fo r granted that ACEC is aware of the above mentioned i ues however teachers mentioned that so fa r, very little is taking place concerning ICT and Engli h language. Policy maker hould make sure that all ADEC's schools are well equipped with the latest ICT tools. The
English language curriculum de igners, EAs and SSS have to encourage the lCT integration aero the fo ur Cycle ; Preschool, Cycle One, Cycle Two and Cycle Three. Admini trations
hould encourage teachers to fornl a positive attitude towards lCT tools and make teacher ' lCT acce ibility easier. EAs and SSS should encourage lCT integration to be part of the dally teaching and learning activities. Teachers are required to seek every chance to develop their ICT
kill and knowledge addre sing any issues hindering the ICT integration into their daily delivery.
Teacher also have to be positive while handling any ICT tools, recognizing tbat they are made to save their time and effort. Active teps should be taken by teachers to enhance their JCT capabilities; like enrolling in ICT training sessions, reading researches devoted fo r language
71 learning and mtegrating I T and attending any leT fo rum . tudent hould help their teacher to make the I T u e effective and more meaningful.
Th finding obtained from thi tudy may be pecificto English language teachers in the
E education y tern, but their implication are ignificant to other educators as well. Teacher ' perceptIon of their leT u e in the CutTent tudy ha e a pecial significance given the limitations characterizing the current tatu of leT in UAE schools: in ufficient leT tools, lack of PDs, in ufficient time fo r integration, and teacher ' lack of reT competence. Teachers' perceptions reflect there ality. Consequently, it i crucial fo r policy-maker to ustain and encourage teachers' po itive attitude towards ICT as a continuing step toward deli ing the complete benefits of the
T tools. Placing ICT tools in chool i not enough for achieving educational change. The I integration of lCT into education requires equal respon ibility in various aspects of education.
Both ADEC policy-makers and English language teachers share a responsibility to make lCT integration into the daily curriculum delivery success.
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83 PPE Dl E
PPE OJ TA IRE E TIO T
Information Communication Technology (ICT) urve.
cction I. : Per onal Information:
Plea tIck the applicable box. c
A. Gender
Male D Female D B. Language
onnative D ative D C. Years of Experience
1 - 5 years D 6- 10 year D Over 10 years D D. Qualifications
B.A Degree D Masters Degree D Ph.D.! Ed. D D Other
(write)______
Grade(s) you are teaching: 10 11 12 D D D SECTION 1. B: Information Communication Technology (lCT) Survey
L�STRUCTIONS: Please re pond to each statement using the fo llowing five-point scale:
Tick 011/1'(5) one Al ofways the- fo lloI wing:use this practice regularly in my classroom. (4) UsuaUy- I u e thi practice frequently but not regularly in my classroom. (3) Sometimes- I u e this practice occasionally, but not regularly in my classroom. (2) Rarely- I hardly ever u e this practice in my classroom. (1) Never- I never use this practice in my classroom.
84 Plea e read and rate the amount of time you pend wor king \ ith that type of technology in your
cia room.
(/) ;t> C 0 Cfl :::0 :3 Z � c (1) �..... To what e tent do you u e the fo llowing ICT tool ? ,...... (J � � ::;=. (1) < Cfl -.j ..... '< ...-..(J ,...-.., (1) <" Cfl - VI R '--' '--' ,...-.., .:::;,:;:;: w '-' P� omputer 5 4 3 2 1
Televi ion 5 4 3 2 I 1 CR H Tapes 5 4 3 2 1
D D Player 5 4 3 2 1 I OHP 5 4 3 2 1
ActivBoard 5 4 3 2 1
Digital camera (sti 11) 5 4 3 2 1
Digital video cameras 5 4 3 2 1
Microsoft Office(W ord, PPT, Excel, Publisher, Access, etc.,) 5 4 3 2 1
Authoring software e.g. FrontPage 5 4 3 2 1
Management programs for student data 5 4 3 2 1
School Web Site 5 4 3 2 1
Internet earch engines for lesson planning and resource finding 5 4 3 2 1
Test preparation e.g. quiz creator 5 4 3 2 1
FrontPage/SharePoint designer 5 4 3 2 1
Dreamweaver 5 4 3 2 1
PDF 5 4 3 2 1
HTML 5 4 3 2 1
85 etObjcct Fu ion 5 4 3 2 1
Macromedia Dream\.\ aver 5 4 3 2 1
Seri f PagePlu 5 4 3 2 I
Adobe Home Publisher 5 4 3 2 1
Adobe PageMaker ,Adobe FrameMaker ,Adobe [nDe ign 5 4 3 2 1
Micro oft OfficePubli her 5 4 3 2 1
Corel Ventura 5 4 3 2 1
iStudio Publi her 5 4 3 2 1
PageStream (used to be "Publishing Partner") 5 4 3 2 1
QuarkXPre 5 4 3 2 1
CorelDRAW 5 4 3 2 1
Fatpaint (Web-ba ed application) 5 4 3 2 1
OpenOffice.org 5 4 3 2 1
Ready,Set,Go 5 4 3 2 1
Email 5 4 3 2 1
Blog 5 4 3 2 1
Wiki 5 4 3 2 1
Twitter 5 4 3 2 1
Facebook 5 4 3 2 1
InternetExplo rer 5 4 3 2 ]
Window Mail 5 4 3 2 1
Windows Live 5 4 3 2 1
Vl indows Live Messenger 5 4 3 2 1
86 Window Li\e MOyIe Maker 5 4 3 2 1
\t1icro oft Agent 5 4 3 2 1
\t1ic ro oft Me enger fo r Mac 5 4 3 2 1 I LIve Mesh Bing ( earch engine) 5 4 3 2 1
A. demon trate introductory knowledge, kill and understanding of 5 4 3 2 I
oncept related to technology (awarene of meaning and u age).
B. demon trate continual growth in technology knowledge and skills to 5 4 3 2 1
I tay abr a t of current and emerging technologie . I A. de ign developmentally appropriate leaming opportunitie that apply 5 4 3 2 1 technology-enhanced in tructional strategies to upport the diverse needs
of leamer ?
B. apply current re earch on teaching and leaming with technology when 5 4 3 2 1
planning leaming en ironment and e periences?
C. identifyand locate technology resources and evaluate them fo r accuracy 5 4 3 2 1
and suitability?
D. plan for the management of technology resources within the context of 5 4 3 2 1
leaming activities?
E. plan strategies to manage student leaming in a technology-enhanced 5 4 3 2 1
environment?
A. facilitate technology-enh anced experiences that addres content 5 4 3 2 1
standards and student technology standards?
B. use technology to support leamer-centered strategies that address the 5 4 3 2 1
87 dIver e need of tudent ?
C. apply technology to develop tudent ' higher order kill and creativi ty? 5 4 3 2 1
D. manage student learning activitie in a technology-enhanced 5 4 3 2 1
em ironment?
A. apply technology in a esmg tud nt learning of ubject matter u ing a 5 4 3 2 1
ariety of a e ment technique ?
B. use technology re ource to collect and analyze data, interpret results, 5 4 3 2 1
and communicate finding to improve in tructional practice and maximize
I tudent lealllmg?
C. apply multiple method of e aluation to detern1ine students' appropriate 5 4 3 2 1
I use of technology re ource fo r learning, communication, and
productivi ty?
D. u e technology to communicate and collaborate with peers, parents and 5 4 3 2 1
the larger community in order to nurture student learning?
A. u e technology resources to engage in ongoing profe sional 5 4 3 2 1
development and lifelong learning?
B. continually evaluate and reflects on professional practice to make 5 4 3 2 1
infoffi1edde cision regarding the use of technology in support of student
learning?
C. apply technology to increase productivity? 5 4 3 2 1
A. model and teach legal and ethical practice related to technology use? 5 4 3 2 1
B. apply technology resources to enable and empower learners with diverse 5 4 3 2 1
backgrounds, characteristics, and abilities?
88 C. identlfy and u e technology re ource that affim1 diver ity? 5 4 3 2 1
D. promote afe and bealthy u e of technology re ource ? 5 4 3 2 1
fa cIiltate quitable acces to technology resources fo r all tudents? 5 4 E. 3 2 1 To hat e tend do you \ uffe r from ...
5 4 3 2 1 A. insufficient number of leT tools fo r educational use? B. lack of knowledge/ kill in u ing computers/the Internet fo r 5 4 3 2 1 Il1structional purposes? 5 4 3 2 1 C. Il1sufficient time fo r teachers to prepare lessons using leT? D. inadequate admini trative uppoli at the depaIiment/schoolloffice 5 4 3 2 1 level? E. fe eling unc mf0l1able because some tudents are more competent 5 4 3 2 1 with leT than you are?
SECTION 11. OPENN ENDED QUESTIONS
A. What do you expect from leT to enl1ance language learning? List your expectations:
B. Do you have any concerns about using reT in language teaching and learning? If ye , what are tho e?
Li t 5 point that hinder the u age of reT in your teaching?
2______
3 ______
4 ______
5 ______
89 PPE D1X B: B ER TT HEET
Information Communication Techno]ogy (lCT) (Observation heet)
chool: ______Grade: __ ubject: _____ PeriodiTime:
Teacher: Date: ------/ / Ob erver:
tTl (")-< 0Z < Tick the applicable box (yes or no) and if yes please Ul c:(") :l write the evidence and any other practice related to n leT (") usage? I Computer I Television VCRjVHS Tapes
, DVD Player OHP
ActivBoard
Digital cameras (still)
Digital video cameras
Microsoft Office (Word, PPT, Excel, Publisher, Access, etc.,)
Authoring software e.g. FrontPage
Management programs for student data
School Web Site
Internet search engines for lesson planning and resource
finding
Test preparation e.g. quiz creator
FrontPage/SharePoint designer
Dreamweaver
90 PDF
HTML
NetObJects Fusion
Macromedia Dreamweaver
Aldu-. Personal Pre · .
Serif PagePluc
Adobe Home Publisher
Adobe PagcMakcr ,Adobe FramcMaker .Adobe InDcsign I l\1!cro oft Office Pubh her Corel Ventura
iStudlO Publl her
PageStream (u 'ed to be "publi hing Pal1ner")
Corel DRAW
Fatpaint (Web-based application)
OpenOffice org
QuarkXPre s
Ready.Set.Go
Blog
\\' ikis
T\\ itter
Internet Explorer
Windows Mail
Windows Live
Wmdows Li\e Mes enger Window Live Movie Maker
Mlcrosoft Agent
91 :-'1lcrosoft cnger fo r Mac \-1c .
Ln e l\1e-h
Bing (search engine)
demonstrate mtroductor) knov. ledge. 'kJ!ls, and 11.. under tanding of concepts related to technology (a,\ arene of mealllng and usage).
B. demonstrate continual growth m technology knov. lcdge and kJlls to �tay abreast of current and emergll1g technologic .
A dc 19n dc\ clopmcntall) appropriatc learnll1g opportunities that apply technolog. -enhanced II1structional stratcgies to support the dl\er'e needs of leamer ?
B. appl} current re earch on teaching and learning with teclmolog) v.hen planning leammg environments and e"penencc ?
C. identif) and locate technology resources and e\ aluate them fo r accuracy and uitability?
plan fo r the management of technology re ources within D. the conte"t ofleaming actiVities?
E. plan strategie to manage ludent learning in a technology- enhanced environment?
A. fac ilitate technology-enhanced experiences that addre s content standards and student teclmology standards?
B u e technology to support leamer-centered strategies that address the dl\erse needs of tudents?
C. apply technology to develop students' higher order skills and creati, ity?
D. manage tudent learning activitie in a technology- enhanced envlronment?
apply technology in assessing student learning of subject A
92 matter using a 'Variel> of as es ment techniques,)
B. usc lechnolog) resource to collect and analyze data.
interpret results. and commUnicate findings to Improve
instructIOnal practice and maXllTIlZe student learntng?
apply multiple method of evaluation to detern11ne C.
student " appropriate use of technology rc'ource fo r
learning. communication. and productivity?
use techno log) re ources to engage tn ongoing A
profe' IOnal dey elopme\1t and Itfelong learning? I B continuall) evaluate and reflect on profe sional practice to
make Informed regardmg the usc of technology in I decI'lons upport of tudent learntng?
C. apply technology to inerea e productivity?
A. model and teach legal and ethical practice related to
technology use?
B. appl) technology re ources to enable and empower
learners with diver e backgrounds. characteristics. and
abIlltle ')
C. identifyand use technology resources that affirm diversity?
promote safe and healthy use of technology resources? o
E. fac ilitate equitable access to technology resources fo r all
students,)
F. insufficient number of ICT tools for educational use? lack of knowledge/skills in using computers/the G. Internet for instruct ional purposes? H, insufficient time for teachers to prepare lessons using ICT? I. inadequate administrative support at the department/school/office level? feeling uncomfortable because some students are J. more competent with ICT than you are?
93 APP!::' Dr c: OB ER ATIO CHEDULE
Ob crvation chedule
chool .
Teacher Class Number of reT tools Notes 1 10 2 1 1 3 12 4 12
Ob erver: 1 Signature :
Observation schedule
School B.
Teacher Class Number of lCT tools Notes 1 10
') 11 3 12 4 12
Observer: 1 Signature :
94 APPE. DIX D: Information Communication Technology (lCT) (Ob ervation Sheet data
analy i ).
chool: Grade: ubject: -- PcriodITirne:--
Teacher: Date: ------/ / Observer:
(:)� Zs:: Tick the applicable box (yes or no) and if yes please write the evidence and .0 ;s CJa any other practice related to usage? ::l ('> leT (:) ..., 0 o·on -, I Computer
Televi ion
VCRNHSTape
D D Player
OHP
Acti\ Board
Digital cameras ( till)
Digital video cameras
Micro oftOf fice(W ord, PPT Excel, Publisher, Access, etc.,)
Authoring oftware e.g. FrontPage
Management programs for student data
School Web Site
Internetsearch engines for lesson planning and resource finding
Test preparation e.g. quiz creator
FrontPage/SharePoint designer
95 Dreamwea\ er
HTML
NetObJcct Fu ion
Macromedla Dreamwea er
Aldu Per onal Pre
Seri f PagePlu
Adobe Home Publi her
I Adobe PageMaker ,Adobe FrameMaker ,Adobe InDesign
Micro oft Office Publi her
Corel Ventura
iStudio Publisher
PageStream (used to be "Publishing Partner")
CorelDRAW
Fatpaint (Web-ba ed application)
OpenOffice.org
QuarkXPress
Ready,Set,Go
Blogs
Wikis
96 Intemet E plorer
Wmdow Mall
Windows Live
Wmdow LIve Me enger Window Live Mo ie Maker
MIcro oft Agent
Micro oftMe s enger fo r ac I Li\e Me h Bing ( earch engine)
demonstrate introductory knowledge, skills and understanding of I concepts related to technology(a wareness of meaning and usage). C. demon trate continual growth in technology knowledge and skills to tay abrea t of current and emerging technologies. I A. de ign developmentally appropriate learning opportunities that
apply technology-enhanced instI1lctional trategies to support the
diver e need of learners?
B. apply current research on teaching and learning with technology
when planning learning environments and experiences?
C. identifyand locate technology resources and evaluate them fo r
accuracy and suitability?
D. plan for the management of technology resources within the context
ofleaming acti ities?
E. plan strategie to manage student learning in a technology-enhanced
environment?
A. fa cilitate technology-enhanced experiences that address content
standard and student technology standards?
97 B. use technology to support leamer-centered trategie that addre
the dIver e need of tudent ?
I C. apply technology to de elop tudent ' higher order kills and
creativity?
D. manage tudent leaming acti itie in a technology-enhanced
environment?
A. apply technology in asses ing tudent learningof subject matter I u ing a variety of as es ment technique ? B. u e technology re ource to collect and analyze data, interpret
re ults, and communicate findings to improve instructional practice
and maximize student learning?
C. apply mUltiple methods of evaluation to detelmine students'
appropriate use of technology resources fo r learning, communication,
and productivity?
A. use technology resource to engage in ongoing piofessional
development and lifelong learning?
B. continually evaluate and reflect on professional practice to make
informed decisions regarding the use of technology in support of
student learning?
C. apply technology to increa e productivity?
A. model and teach legal and ethical practice related to technology
u e?
B. apply technology resources to enable and empower learners with
98 diver e background , characteri tic ,and abilitie ?
C. identIfyand u e technology re ource that affirm diver ity?
D. promote afe and healthy u e of technology re ources?
E. fa cilitate eqUItable acce to technology resources fo r all student ?
K. insufficient number of lCT tools fo r educational use? L. lack of knowledge/ kill in u ing computers/the Internet fo r I instructIOnal purposes? M. insufficient time fo r teachers to prepare lessons using leT? N. inadequate administrative support at the department/school/office level? o. fe eling uncomfOliablebecau e some tudents are more competent with lCT than you are?
99 APP!: DlX E· EM rL FOR A I G ET T DARD
On 9 20, 11 7:03 "ali haldar"
Dear Dr Kelly My name i ALi Haidar. 1 am Prof. Abdulat ef Haidar's brother. I have been gi\en your email b Dr. Abdulrahman my upervi or .I am doing my M in leT. I ,>" onder if you could email me the last ETS fo r Teacher rubric and Performance Indicators to help me with my degree.
Your Faithfully Ali Haidar
P.O.Box: 89529. Al Ain,UAE alihaidar90 gmail.com @
100 .\It G. (Peggy) Kelly pkelly(a csupomona.edu 9/2 1111 Dear Ali--
I am happy you are doing your MA in ICT. That is wonderful!
11 the ETS material are a ailable on the I TE web ite (www.iste.org). You need to be ure ohvhat you are looking fo r--- ETS fo r Student, ETS fo r Teachers, or ET fo r dmini trator . There are the original ETS that ""ere pubJi hed beginning in 199 . There are a revised set of NETS that were relea ed beginning in about 2008.
A you look at the website, the pull-down menu under "STA DARDS" provides all the re ource you are likely to need.
Be t wi bes! PK
Dr. M.G. (Peggy) Kelly, Dean College of Education & Integrative Studies Cal Poly Pomona 380 1 W. Temple Ave. Pomona Ca 91768 PHO E: 909-869-2307 FAX: 909-869-4747
101 Reply
Dear Dr. Kelly.
Thank you much fo r your replay. It will be grateful if you have a ready urvey fo r the 0 0 teachcr I performance indicators and a rubric fo r ob ervation a I am studying the ICT and tcacher performance.
On Wed. p 21,201 1 at 2: 14 AM, M.G. (Peggy) Kelly
I am happy you are doing your M in leT. That is wonderful!
All the ET material are available on the ISTE website (www.iste.org). You need to be sure of what you are looking fo r--- ETS fo r Student NETS fo r Teacher . or ETS fo r Administrator . There are the original ETS that were publi hed beginn ing in 1998. There are a revised set of NETS that were released beginning in about 2008.
A you look at the website, the pull-down menu under "STA DARDS" provides all the re ource you are likely to need.
Best wi hes! PK
Dr. M.G. (Peggy) Kelly, Dean College of Education & Integrative Studies Cal Poly Pomona 3801 W. Temple Ave. Pomona Ca 91768
PHO E: 909-869-2307 FAX: 909-869-4747 102 Faculty of Education n Master of Education Program (;J ..
.("2011112/05
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