engleski

Language professionals’ beliefs and attitudes to integration of ICT in their practice: a quantitative study

Research findings on effective integration of ICT into language classrooms do not always reach teachers in the classroom. At the same time, not all researchers have a clear understanding of the obstacles and requirements facing actual practitioners, as there may be discrepancies in the two groups’ understanding of pedagogy and of needs. To document this potential divergence we conducted a survey amongst approximately 60 full-time faculty members/researchers in the language departments of three higher education institutions with a strong focus on technology-enhanced language teaching: the Open University in the UK, the Universitat Oberta de Catalunya in Spain, and Middlebury College in the USA. This survey was also sent to practitioners, which included more than 500 part-time adjunct faculty working at the three aforementioned institutions, as well as to over 400 practitioners working in primary and secondary schools in Europe and North America. This paper will present the quantitative results from the survey, comparing and contrasting pedagogically founded beliefs of language teaching professionals in different environments, from higher education departments of language to compulsory education, and highlight discrepancies and potential contradictions that might shed light on the obstacles to fully integrating ICT into contemporary language teaching in a pedagogically sound way.

ICT, teaching, teacher attitudes, pedagogy, continual professional development

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