Barriers of using effective technology integration from EFL teachers’ perceptions in Al-Karak directorate of education

العناوين الأخرى

تصورات معلمي اللغة الإنجليزية تجاه معيقات التوظيف الفعال للتكنولوجيا في مديرية تربية الكرك

مقدم أطروحة جامعية

al-Adayilah, Iman Umar Muhammad

مشرف أطروحة جامعية

al-Khatayibah, Majid Muhammad

الجامعة

جامعة مؤتة

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم المناهج و التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2012

الملخص الإنجليزي

This study investigated the barriers of using effective technology integration from EFL teachers’ perceptions, according to gender, years of experience, and the type of school.

The population of the study consisted of 220 EFL teachers in Al-Karak directorate of Education during the first semester 2012-2013.

The sample of the study consisted of all EFL teachers which was purposefully selected.

A questionnaire of 46 items was designe inorder to answer the questions of the study.

Descriptive statistical methods Means, Standard Deviation, and comparison statistical method One way ANOVA were used to analyze the collected data.

The findings showed that the level of barriers facing the use of effective technology integration from EFL teachers’ perceptions was mid.

The result revealed that the “Barriers associated with classroom” were high level, Whereas the results of the study showed that there were no statistical significant differences in barriers facing the use of effective technology integration from EFL teachers’ perceptions at ( .05 ≥α) and the dimensions ” Barriers associated with technical support, Barriers associated with administration support, Barriers associated with teachers training, Barriers associated with students, Barriers associated with curriculum, and Barriers associated with classroom” due to the gender.

Whereas the results of the study showed that there were statistical significant differences in barriers facing the use of effective technology integration from EFL teachers’ perceptions at ( .05≥α) , and the dimension ”Barriers associated with teacher themselves” due to gender, in favor of males.

The results also showed that there were statistical significant differences in barriers facing the use of effective technology integration from EFL teachers’ perceptions at ( .05≥α), and the dimensions(Barriers associated with administration support, barriers associated with teachers themselves, and barriers associated with students) due to the type of school.

In light of the results of the study, the researcher suggested some recommendation to the ministry of Education and the concern.

التخصصات الرئيسية

العلوم التربوية

عدد الصفحات

45

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-790811