1. Perceptions and Anxiety of Using
Information Technology in Teaching
Chinese Language
对中文教学中数位技术应用的
认知和焦虑问题的探讨
Jinhuei Enya Dai, Henry Ruan, Peiyu Yeh
ACTFL 2012, Philadephia
CLASS Presentation
November 17, 2012

2. Panel Outline
• Part 1: Introduction of the Research
研究介绍
• Part 2: Methods
方法论
• Part 3: Redesigning Teacher Training Model:
教师培训模式的再设计

3. Part 1
Introduction of the Research:
研究介绍
Phenomenon:
How we perceive & Why we are anxious
A New Way of Life?
A New Way of Teaching?
A Complimentary approach?

4. Theories and Practices:
理论和实践
Promises & Perils
Kubler (2010)
Factors
Personal Institutional Technological
Beliefs & Perceptions
Teo, Chai, Hung and Lee (2011)

5. Theories and Practices:
理论和实践
Promises & Perils, Kubler (2010)
Beatty (2003)
1. Technology assists language teaching and learning 科技为辅
2. Retain students’ interest (digital generation) 兴趣为主
3. The pedagogical goals drive the technology.教学至上

6. Theories and Practices:
Factors
Personal Institutional Technological

7. Theories and Practices:
Beliefs & Perceptions
Teo, Chai, Hung and Lee (2011)
-- Is there a significant relationship between one’s beliefs about
teaching and use of technology?
-- Is the use of technology significantly predicted by beliefs about
teaching, gender and age?
Transmissionist and constructivist
知识传输（授业）+ 建构主义（交流、任务、反向设计）

8. Theories and Practices:
理论和实践
Beliefs & Perceptions
Teo, Chai, Hung and Lee (2011)
Correlation between beliefs about teaching and use of technology
CT TT CU
TT - .255*
CU .590* -.146*
TU .509* -.077 .771*
Notes: ** Correlation is significant at the 0.01 level (2-tailed).

9. Theories and Practices:
理论和实践
Beliefs & Perceptions
Teo, Chai, Hung and Lee (2011)
Correlation between beliefs about teaching and use of technology
CT TT CU
TT - .255*
CU .590*  -.146*
TU .509*  -.077 .771* 
Notes: ** Correlation is significant at the 0.01 level (2-tailed).

10. Purposes of the Research:
研究目的
To investigate
1. perceptions of integrating information technology in
teaching CFL among Chinese language teachers
2. its relationship with the actual use in the classroom
3. redesign teacher training model
A
C B

11. Research questions:
研究问题
1. What are the impacts of the teachers’ self-
perception about using technology and self-perceived
computer ability on using digital/information technology
in teaching CFL?
2. How do we redesign the teacher training model
based on the findings of this research?

12. Research questions:
1. What are the impacts of the teachers’ self-
perception about using technology and self-perceived
computer ability on using digital and informational
technology in teaching Chinese?
-- factors
-- teachers’ perceptions
-- teachers’ anxiety
2. How do we redesign the teacher training model
based on the current teachers’ perceptions about the use
of information technology?
-- pedagogical goals drive the use of technology
-- becoming a self-motivator
-- master skills to implement strategies

13. General Information about the survey:
(1): Demographic Info
问卷基本资料
Total: 188 respondents
42
Female
23%
Male
146
77%

14. General Information about the survey:
(2): Educational Background
问卷基本资料 – 教育背景
120
100
80
60 118
40
20 44
23
0 1 3

15. Part 2
Methods:
方法论
Descriptive correlational research (Survey)
描述性的相关研究
- Correlational analyses (SPSS)
- Not an investigation of any causal relationships
Participants:
K-12 (77)
College (65)
Mixed (44)

16. Data analysis and Findings :
数据分析和发现
Validity and reliability of the
research 研究的可信度和可靠
度
1. The survey was used by
Monterey Institute of
International Studies and was
modified to suit the purposes
for this research.
2. Cronbach’s Alpha （.76）

17. Data analysis and Findings :
数据分析和发现
Variables/Factors:
1. Gender/age/age/degrees/Institutions type/background
2. Language training/technology training
3. Years of teaching experience
4. Self-perceived computing skills (#19)
5. Self-perceived ability to integrate IT in teaching (#23)
(DV)
6. Self-perception about the integration of IT in teaching
Chinese (#20)
7. Number of digital devices used in the classrooms (DV)
8. Anxiety of using IT（#24）

18. Data analysis and Findings :
数据分析和发现
1. Self-perceptions of using IT in teaching vs. number of devices
used in teaching，r = .33, p < .001, n = 179；
2. Self-perceptions of using IT vs. self-perceived computer
ability ，r = .49, p < .001, n = 178；
3. Self-perceived ability to use IT in teaching vs. Number of
digital devices used in teaching，r = .34, p < .001, n = 178

19. Data analysis and Findings :
数据分析和发现
4. Years of teaching experience vs. self-perceptions of using
IT in teaching, r = -.24, p = .001, n = 178;
5. Years of teaching experience vs. self-perceived computer
ability r = -. 16, p = .028, n = 178;
6. Years of teaching experience vs. number of devices used in
teaching, no correlation

20. Data analysis and Findings :
数据分析和发现
Anxiety of using IT in teaching:
Higher self- perceptions of the use of technology in teaching, higher
the level of the anxiety, r = .96, p = .000, n = 179
越是认为数位化教学重要， 焦虑程度越高。
Strong correlation between the level of anxiety and the self-
perceived ability of using IT in teaching
r = .57, p = .000, n = 178
数位教学自我认知能力越高， 焦虑程度越高。
Technology training vs. self-perceived ability of using IT #23,
r = .35, p = .000, n = 177

21. Data analysis and Findings :
数据分析和发现
Teacher Training (教师培训)
Chinese training background (CTB) vs. perceptions of using
IT in teaching （教师的培训背景 vs. 使用数位工具的认知）,
r = .256
CTB vs. the number of devices used in teaching （教师的培训背
景 vs. 教学中使用数位工具的数量), r = .176
Technology training vs. perception of using IT in teaching（科技
培训 vs. 教 学中使用数位工具的认知）, r = .221, p = .003,
n = 176

22. Data analysis and Findings :
数据分析和发现
Teacher Training (教师培训):
A need assessment 需求分析
Did more training in digital technology reduce the
anxiety? 接受較多數位培訓是否就降低憂慮程度?
Technology training vs. level of anxiety
r = .176, p = .000, n = 178

23. Part 3:
Redesigning Teacher Training Model:
教师培训模式的再设计
Teacher Training (教师培训):
A need assessment 需求分析
人数最多选的焦虑选項?
1. Pen is faster than a computer:
（32非常符合, 33 符合）
2. Virus: 22, 27

24. Part 3:
Redesigning Teacher Training Model:
教师培训模式的再设计
Pedagogical Goals教学目标（PG）
Instructional Design 教学设计（ID）
Information Technology 数位工具 (IT)

25. Part 3:
Redesigning Teacher Training Model:
教师培训模式的再设计
“授人以鱼不如授人以渔”
1. Promote best practice based training;
2. Demonstrate how information
technology effectively assists in teaching;
3. Enhance skills of integrating
information technology into teaching;
4. Train teachers to becoming self-
motivated learners

26. Demos from Dai Laoshi and Peiyu
-- Use of blog in teaching CFL
-- Concept of cloud computing in
teaching CFL