The purpose of this study was to examine the impact of teachers' individual characteristics and p... more The purpose of this study was to examine the impact of teachers' individual characteristics and perceptions of environmental factors on the extent of technology integration into EFL (English as a Foreign Language) classrooms. To this end, a national survey examining EFL teachers' perceptions was conducted at Qatari Independent Schools. A total of 263 teachers responded to the survey, which investigated technology availability and support, teachers' value and self-efficacy beliefs, obstacles to technology integration, and formal technology preparation. The analysis of the data included descriptive statistics and multiple linear regression analysis determining the relationship among these factors. Teachers revealed consistent perceptions about obstacles to integration, high levels of confidence in using technology, and consistent beliefs about the importance of using technology as a learning tool. The extent of technology integration was predicted by technology availability, perceived importance, and formal training. The findings can assist with the technology advancement and development efforts in reform communities, similar to the Qatari context, by indicating the areas of strength and areas where additional efforts are needed. The results will lay the foundation for policymakers, teacher educators and professional development providers about current aspects and pending issues determining technology integration, thus enabling them to make better-informed decisions.
In order to better prepare pre-service teachers to teach with technology, the purpose of this qua... more In order to better prepare pre-service teachers to teach with technology, the purpose of this qualitative study was to investigate the current practices and barriers in technology preparation at seven Lebanese education programs. The study used in-depth interviews, document analysis and examination of artifacts to investigate the conditions met, strategies adopted, approaches integrated and content goals pursued within the broader context of a representative sample of Lebanese universities. The participants were seven university lecturers who were responsible for pre-service teachers' educational technology preparation. Findings revealed inconsistent technology integration across the programs. A number of factors hindered a systematic implementation of technology integration, including insufficient training, combined strategies, technology access, shared vision, mastery and vicarious experiences, faculty development, focus on content area or grade level, and ongoing assessment. The paper outlines the implications for teacher preparation programs and offers suggestions for the better preparation of pre-service teachers.
The purpose of this study was to examine the impact of teachers' individual characteristics and p... more The purpose of this study was to examine the impact of teachers' individual characteristics and perceptions of environmental factors on the extent of technology integration into EFL (English as a Foreign Language) classrooms. To this end, a national survey examining EFL teachers' perceptions was conducted at Qatari Independent Schools. A total of 263 teachers responded to the survey, which investigated technology availability and support, teachers' value and self-efficacy beliefs, obstacles to technology integration, and formal technology preparation. The analysis of the data included descriptive statistics and multiple linear regression analysis determining the relationship among these factors. Teachers revealed consistent perceptions about obstacles to integration, high levels of confidence in using technology, and consistent beliefs about the importance of using technology as a learning tool. The extent of technology integration was predicted by technology availability, perceived importance, and formal training. The findings can assist with the technology advancement and development efforts in reform communities, similar to the Qatari context, by indicating the areas of strength and areas where additional efforts are needed. The results will lay the foundation for policymakers, teacher educators and professional development providers about current aspects and pending issues determining technology integration, thus enabling them to make better-informed decisions.
In order to better prepare pre-service teachers to teach with technology, the purpose of this qua... more In order to better prepare pre-service teachers to teach with technology, the purpose of this qualitative study was to investigate the current practices and barriers in technology preparation at seven Lebanese education programs. The study used in-depth interviews, document analysis and examination of artifacts to investigate the conditions met, strategies adopted, approaches integrated and content goals pursued within the broader context of a representative sample of Lebanese universities. The participants were seven university lecturers who were responsible for pre-service teachers' educational technology preparation. Findings revealed inconsistent technology integration across the programs. A number of factors hindered a systematic implementation of technology integration, including insufficient training, combined strategies, technology access, shared vision, mastery and vicarious experiences, faculty development, focus on content area or grade level, and ongoing assessment. The paper outlines the implications for teacher preparation programs and offers suggestions for the better preparation of pre-service teachers.
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Papers by Youmen Chaaban