explore suggestions to integrate technology within higher education,youssouf laabidi

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Presented by:Youssouf Laabidi

2017/2018

MoRCE-Net 5th Annual Conference:English Language Resource Centers: Promoting Core Skills through Mobile Learning Technologies




Outline:• Introduction

– Statement of the problem– Purpose of the study– Research questions

• Review of the literature– Importance of ICT in education.– Barriers to using ICT in education.

• Methodology• Findings

– RQ1– RQ2– RQ3

• Implications and conclusions



Introduction

• “Technological advances and the accelerated transfer of information, along with related knowledge, skills, and abilities, are of paramount importance in an information society”(Kotrlik et al., 2000,p. 396).

• “ guidance for ways to enhance technology integration’’ (Schoepp, 2005, p. 2)



Statement of the problem

• « Problems arise when teachers are expected to implement changes in what may well be adverse circumstances » (Dawes, 2001, p. 61)



• “Previous attempts to foster an ‘educational revolution’ through the introduction of computers largely failed because teachers were uncertain about how ICT could be integrated into the curriculum…” (Comber et al.,1998, p. 372).



Purpose of the study

• Importance of ICT in teaching.

• Barriers to using ICT.

• Suggestions.



Research Questions:

• RQ1 : How essential do Moroccan university English language teachers think ICT is in teaching?

• RQ2 : What are Moroccan university English language teachers perceived barriers to the integration of ICT in teaching?

• RQ3 : What are Moroccan university English language teachers perceived suggestions for ways of improving the use of ICT in education?



REVIEW OF THE LITERATURE

• Benefits of ICT in education“What is now known about learning provides

important guidelines for uses of technology that can help students and teachers develop the competencies needed for the twenty-first century” (Bransford et al., 2000, p. 206).




• ICT developing the quality and accessibility of education:

• Individuals are recommended to access knowledge by means of ICT to keep pace with the latest advancements (Plomp, Pelgrum& Law, 2007).

• ICT can be employed to eliminate communication obstacles such as that of space and time (Lim and Chai, 2004).




• ICT developing learning environment:• since learner-centred environments

presume that learners are stimulated to become responsible for their own learning, new technologies may provide students with a chance to select the manners of their learning. (Bransford et al., 2000; Romeo, 2006),




• ICT developing learning motivation:

• The integration of technology increases students’ participation and engages students, correlating technology and motivation; (Tumbas, 2005)




First-order barriers Second-order barriers

Training Time

Equipment Support Teachers’ belief

Visions concerning technology

Views about teaching

(Ertmer,1999)




Teacher-level

School-level

Lack of competence

Resistance to change

Lack of confidence

Negative attitudes

Lack of time

Lack of accessibility

Lack of technical support

Lack of training

(Becta, 2004)



• « Teachers are very concerned about the lack of time for technology. They say they need more time to learn computer basics, time to attend technology training sessions, time to figure out how to integrate technology in the classroom, and time in the classroom to use technology »

• (Manternach-Wigans, 1999, p. 28)




Teacher-level

School-level

Lack of competence


Lack of confidence

Negative attitudes

Lack of time



Lack of training

(Becta, 2004)



• « If students are going to be prepared for a technological society, they must be taught by confident and skilled teachers. This can only be done by adequate training and development of teachers » (Brand, 1998, p. 13).




Teacher-level

School-level

Lack of competence


Lack of confidence

Negative attitudes

Lack of time



Lack of training

(Becta, 2004)



Methodology

• Participants: (49)English language teachers.

• Setting: Moulay Ismail & Sidi Mohamed Ben

Abdellah



• Teaching experience:



• Computer ownership:



• Years of using a computer in teaching:



• Instruments: Questionnaire

• Data collection procedure: Pilot study• Data analysis: (SPSS) version 19.



ResultsRQ1: Importance of ICT.



ResultsRQ2: Barriers to ICT integration .



ResultsRQ3: English teachers’ suggestions .



• Pedagogical Implications



Pedagogical Implications



Limitations

• There was not enough time to study barriers to the integration of ICT in all Moroccan universities.

• The sample size is small.

• A comparison between the two universities would be worthwhile.



Recommendations for future research

• Technology integration in other departments.

• Costs for implementation.



Conclusion



References:Becta (2003).Primary schools – ICT and Standards.An analysis of national data from Ofsted and QCA by Becta. Coventry: Becta. Retrieved February 16, 2014, from http://www.becta.org.uk/research/research.cfm?section=1&id=538Ertmer, P. A. (1999). Addressing First- and Second-Order Barriers to Change:Strategies for Technology Integration. Educational Technology Research and Development, 47(4), 47-61.Kotrlik, J. W., Harrison, B. C., &Redmann, D. H. (2000).A comparison of information technology training sources, value, knowledge, and skills for Louisiana’s secondary vocational teachers.Journal of Vocational Educational Research, 25 (4), 396-444.Dawes, L. (2001). What stops teachers using new technology. In M. Leask (Ed.), Issues in Teaching using ICT (pp. 61-79).London: Routledge.


http://www.becta.org.uk/research/research.cfm?section=1&id=538

http://www.becta.org.uk/research/research.cfm?section=1&id=538


Thank you for your attention
