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

Other Title(s)

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

Dissertant

al-Adayilah, Iman Umar Muhammad

Thesis advisor

al-Khatayibah, Majid Muhammad

University

Mutah University

Faculty

Faculty of Educational Sciences

Department

Department of Curricula and Instruction

University Country

Jordan

Degree

Master

Degree Date

2012

English Abstract

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.

Main Subjects

Educational Sciences

No. of Pages

45

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-790811