The effect of teachers' attitudes and perceptions on their ability to integrate technology. (c2011)

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.