Teachers Left Behind: Acceptance and Use of Technology in Lebanese Public High Schools

Teachers Left Behind: Acceptance and Use of Technology in Lebanese Public High Schools

Hoda Baytiyeh (American University of Beirut, Beirut, Lebanon)
DOI: 10.4018/ijicte.2014100102
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Abstract

Nowadays, the use of computers in education is increasing worldwide. Information technology is deemed essential for the digital generation's classrooms. However, the adoption of technology in teaching and learning largely depends on the culture and social context. The aim of this research study is to evaluate the acceptance and use of technology of 12th grade teachers in public high schools in Lebanon. The theoretical framework is drawn from the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate teachers' intentions regarding the use and acceptance of technology in their daily teaching tasks. The participants were 161 teachers in Lebanese public high schools who completed a questionnaire that reflects the UTAUT. Social influence, experience and voluntariness of use appeared to have the strongest effect on teachers' attitudes regarding the use of technology, while effort expectancy and facilitating conditions had the lowest effect. These findings suggest that public schools should implement training in technology for teachers to support their teaching tasks in the context of this current digital generation of students. The study offers a discussion of the results and recommendations for policy and practice.
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The Use Of Information Technology In Education In The Arab World

Very few studies have investigated the use and acceptance of technology in schools in the Arab world during the last decade. Al-Ammari (2004) examined the correlation between Qatari female teachers’ perceptions and computer training and computer lab use. In this study, teachers revealed that using computers as an educational tool is useful for both teachers and students. However, teachers encountered many barriers, including a lack of manuals, a limited number of labs and the high cost of hardware and software. Other barriers were related to personal lack of knowledge and confidence.

Using a mixed method design, Albirini (2006) explored 326 Syrian English language teachers’ attitudes towards information technology. Teachers reflected positive attitudes towards technology in education and reported low levels of computer competencies with limited training. However, teachers showed neutral perceptions regarding the cultural relevance of technology to Syrian society and schools. They were also concerned about the improper materials found on the internet.

Al-Asmari (2005), who also used a mixed design, examined English language teachers’ use of the internet in four Saudi Arabian colleges. The findings indicated that teachers mainly used the internet for personal purposes (rather than instructional purposes). Despite their positive perceptions of the value of internet use as an educational tool, they demonstrated low levels of competency in computer skills.

Samak (2006) studied 363 Jordanian English language teachers’ perceptions regarding the use of technology. The results revealed that these teachers had positive attitudes towards technology; age and teaching experience had a negative correlation with attitudes, whereas qualification had a positive correlation with attitudes. Gender, teaching methods and grade level were found not to be significantly correlated with attitudes towards technology.

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