Abstract:
The purpose of this research is to study the effect of teachers‟ perceptions and beliefs
about technology on their abilities to integrate computer use in their teaching practices.
Both quantitative and qualitative methods are used sequentially to answer the three
research questions proposed in the study. This study conducted in five private schools in
Beirut incorporates three data collection methods. First, an attitude scale is distributed
to purposefully selected schools in order to assess teachers‟ attitudes towards
technology. Second, a questionnaire is distributed to staff responsible for professional
development in these selected schools to evaluate technology professional development
for teachers. Finally, to develop a deeper insight of the results gained the attitude scale
and the questionnaire are complemented with in-person semi-structured interviews. The
results portray that teachers‟ positive attitude towards technology was coupled with a
moderate use of technology integration in the classroom. Although teachers perceived
the importance of the role of technology they were still resistant to integrate it.
Furthermore, the results gathered suggest that some private schools in Beirut are not
preparing teachers with the skills needed to become long life technology learners but
rather they are mostly focusing on teaching specific technical skills. Finally the results
gathered in this thesis suggest that teachers‟ personal use of computers as cognitive and
communicative tools is not considered as a predictor for their willingness and ability to
integrate technology.
