Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah
Keywords:
ESL teachers, technology integration, attitudes
Abstract
Technology integration in teaching and learning activities has become one of the debatable issues among educators in recent years, especially since many countries have invested a large portion of their yearly budgets on technologies in education. As one of the developing countries, Malaysia has also spent millions and planned many programs and strategies to increase the technology integration level of teachers in schools. Despite that, the level of technology integration among teachers in Malaysia still needs a lot of improvement, especially in teachers' attitudes. This study examined English as a Second Language (ESL) teachers’ attitudes towards the use of technology in the teaching of English at secondary schools in Sabah. This is crucial to assist in planning for any future programs or trainings by the relevant authorities. The study applied quantitative method and used cluster sampling to choose participants which comprised 100 of ESL secondary school teachers in Sabah Findings of the study disclosed that ESL secondary school teachers in Sabah have positive beliefs and attitudes towards technology integration.
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References
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Krause, M., Pietzner, V., Dori, Y. J., & Eilks, I. (2017). Differences and developments in attitude and self-efficacy of prospective chemistry teachers concerning the use of ICT in education. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4405-4417.
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Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13-22.
Özdamlı, F., Hürsen, Ç., & Özçinar, Z. (2009). Teacher candidates’ attitude towards the instructional technologies. Procedia - Social and Behavioral Sciences, 1(1), 455-463. doi: https://doi.org/10.1016/j.sbspro.2009.01.082
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Sánchez, A. B., Marcos, J. J. M., González, M. A., & GuanLin, H. (2012). In service teachers’ attitude towards the use of ICT in the classroom. Procedia-Social and Behavioral Sciences, 46, 1358-1364.
Semerci, A., & Aydin, M. K. (2018). Examining High School Teachers' Attitude towards ICT Use in Education. International Journal of Progressive Education, 14(2), 93-105.
Seraji, N.E., Ziabari, R.S., & Rokni, S.J.A. (2017). Teacher’s attitude towards educational technology in English language institutes. International Journal of English Linguistics, 7(2), 176-185. doi: https://doi.org/10.5539/ijel.v7n2p176
Tarman, B., Kilinc, E., & Aydin, H. (2019). Barriers to the Effective Use of Technology Integration in Social Studies Education. Contemporary Issues in Technology and Teacher Education, 19(4), 736-753.
Teo, T., Milutinović, V., & Zhou, M. (2016). Modelling Serbian pre-service teachers' attitude towards computer use: A SEM and MIMIC approach. Computers & Education, 94, 77-88.
Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off?. Technology, Pedagogy and Education, 26(2), 157-177.
Toh, Y. (2016). Leading sustainable pedagogical reform with technology for student-centred learning: A complexity perspective. Journal of Educational Change, 17(2), 145-169.
Zyad, H. (2016). Integrating Computers in the Classroom: Barriers and Teachers' Attitude. International Journal of Instruction, 9(1), 65-78.
Andrei, E. (2017). Technology in teaching English language learners: The case of three middle school teachers. TESOL Journal, 8(2), 409-431.
Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52(2), 353-364.
Bozionelos, N. (2001). Computer anxiety: relationship with computer experience and prevalence. Computers in human behavior, 17(2), 213-224.
Cavas, B., Cavas, P., Karaoglan, B., & Kisla T. (2009). A study on science teachers' attitude toward information and communication technologies in education. The Turkish Online Journal of Educational Technology, 8(2), 20-32.
Chigona, A. (2015). Pedagogical shift in the twenty-first century: Preparing teachers to teach with new technologies. Africa Education Review, 12(3), 478-492.
Dias, P. C., & Cadime, I. (2016). Effects of personal and professional factors on teachers’ attitude towards inclusion in preschool. European Journal of Special Needs Education, 31(1), 111-123.
Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers’ use of ICT in school–the relevance of school characteristics, teachers’ attitude and teacher collaboration. Education and Information Technologies, 22(2), 551-573.
Edwards, L. (2016). Education, Technology and Higher Order Thinking Skills. Australian Association for Research in Education.
Eyyam, R., Meneviş, I., & Doğruer, N. (2010). Perceptions of prospective teachers towards technology use in class. Procedia Social and Behavioral Sciences, 3, 88-93. doi: https://doi.org/10.1016/j.sbspro.2010.07.016
Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106.
Gilakjani, A. P. & Leong, L. M. (2012). EFL teachers’ attitude toward using computer technology in English language teaching. Theory and Practice in Language Studies, 2(3), 630-636.
González-Carriedo, R., & Esprívalo Harrell, P. (2018). Teachers' attitude toward technology in a two-way dual-language program. Computers in the Schools, 35(2), 111-133.
González-Sanmamed, M., Sangrà, A., & Muñoz-Carril, P. C. (2017). We can, we know how. But do we want to? Teaching attitude towards ICT based on the level of technology integration in schools. Technology, Pedagogy and Education, 26(5), 633-647.
Gray, L., Thomas, N., & Lewis, L. (2010). Teachers' Use of Educational Technology in US Public Schools: 2009. First Look. NCES 2010-040. National Center for Education Statistics.
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48-59.
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and teacher education, 29, 76-85.
Krause, M., Pietzner, V., Dori, Y. J., & Eilks, I. (2017). Differences and developments in attitude and self-efficacy of prospective chemistry teachers concerning the use of ICT in education. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4405-4417.
Kusano, K., Frederiksen, S., Jones, L., Kobayashi, M., Mukoyama, Y., Yamagishi, T., ... & Ishizuka, H. (2013). The effects of ICT environment on teachers’ attitude and technology integration in Japan and the US. Journal of Information Technology Education: Innovations in Practice, 12(1), 29-43.
Lau, B. T., & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary school teachers in Malaysia. International Journal of Computing and ICT Research, 2(2), 9-36.
Meelissen, M. R., & Drent, M. (2008). Gender differences in computer attitude: Does the school matter?. Computers in Human behavior, 24(3), 969-985.
Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13-22.
Özdamlı, F., Hürsen, Ç., & Özçinar, Z. (2009). Teacher candidates’ attitude towards the instructional technologies. Procedia - Social and Behavioral Sciences, 1(1), 455-463. doi: https://doi.org/10.1016/j.sbspro.2009.01.082
Rana, N. (2016). A Study to Assess Teacher Educators' Attitude towards Technology Integration in Classrooms. Mier Journal of Educational Studies, Trends And Practices, 2(2).
Sánchez, A. B., Marcos, J. J. M., González, M. A., & GuanLin, H. (2012). In service teachers’ attitude towards the use of ICT in the classroom. Procedia-Social and Behavioral Sciences, 46, 1358-1364.
Semerci, A., & Aydin, M. K. (2018). Examining High School Teachers' Attitude towards ICT Use in Education. International Journal of Progressive Education, 14(2), 93-105.
Seraji, N.E., Ziabari, R.S., & Rokni, S.J.A. (2017). Teacher’s attitude towards educational technology in English language institutes. International Journal of English Linguistics, 7(2), 176-185. doi: https://doi.org/10.5539/ijel.v7n2p176
Tarman, B., Kilinc, E., & Aydin, H. (2019). Barriers to the Effective Use of Technology Integration in Social Studies Education. Contemporary Issues in Technology and Teacher Education, 19(4), 736-753.
Teo, T., Milutinović, V., & Zhou, M. (2016). Modelling Serbian pre-service teachers' attitude towards computer use: A SEM and MIMIC approach. Computers & Education, 94, 77-88.
Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off?. Technology, Pedagogy and Education, 26(2), 157-177.
Toh, Y. (2016). Leading sustainable pedagogical reform with technology for student-centred learning: A complexity perspective. Journal of Educational Change, 17(2), 145-169.
Zyad, H. (2016). Integrating Computers in the Classroom: Barriers and Teachers' Attitude. International Journal of Instruction, 9(1), 65-78.
Published
2020-12-02
How to Cite
Abdul Rauf, A. and Suwanto, S. (2020) “Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(12), pp. 280 - 287. doi: 10.47405/mjssh.v5i12.566.
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