Explore Suggestions to Integrate Technology within Higher Education,Youssouf LAABIDI

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Presented by:
Youssouf Laabidi
2017/2018
MoRCE-Net 5th Annual Conference:English
Language Resource Centers: Promoting Core
Skills through Mobile Learning Technologies

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Outline:
• Introduction
– Statement of the problem
– Purpose of the study
– Research questions
• Review of the literature
– Importance of ICT in education.
– Barriers to using ICT in education.
• Methodology
• Findings
– RQ1
– RQ2
– RQ3
• Implications and conclusions

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Introduction
• “Technological advances and the
accelerated transfer of information, along
with related knowledge, skills, and
abilities, are of paramount importance in
an information society”(Kotrlik et al.,
2000,p. 396).
• “ guidance for ways to enhance
technology integration’’ (Schoepp, 2005,
p. 2)

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Statement of the problem
• « Problems arise when teachers are
expected to implement changes in what
may well be adverse circumstances »
(Dawes, 2001, p. 61)

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• “Previous attempts to foster an
‘educational revolution’ through the
introduction of computers largely failed
because teachers were uncertain about
how ICT could be integrated into the
curriculum…” (Comber et al.,1998, p.
372).

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Purpose of the study
• Importance of ICT in teaching.
• Barriers to using ICT.
• Suggestions.

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Research Questions:
• RQ1 : How essential do Moroccan university English
language teachers think ICT is in teaching?
• RQ2 : What are Moroccan university English language
teachers perceived barriers to the integration of ICT in
teaching?
• RQ3 : What are Moroccan university English language
teachers perceived suggestions for ways of improving
the use of ICT in education?

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REVIEW OF THE LITERATURE
• Benefits of ICT in education
“What is now known about learning provides
important guidelines for uses of
technology that can help students and
teachers develop the competencies
needed for the twenty-first century”
(Bransford et al., 2000, p. 206).

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REVIEW OF THE LITERATURE

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REVIEW OF THE LITERATURE
• ICT developing the quality and accessibility
of education:
• Individuals are recommended to access
knowledge by means of ICT to keep pace with
the latest advancements (Plomp, Pelgrum& Law,
2007).
• ICT can be employed to eliminate
communication obstacles such as that of space
and time (Lim and Chai, 2004).

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REVIEW OF THE LITERATURE
• ICT developing learning environment:
• since learner-centred environments
presume that learners are stimulated to
become responsible for their own learning,
new technologies may provide students
with a chance to select the manners of
their learning. (Bransford et al., 2000; Romeo, 2006),

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REVIEW OF THE LITERATURE
• ICT developing learning motivation:
• The integration of technology increases
students’ participation and engages
students, correlating technology and
motivation; (Tumbas, 2005)

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REVIEW OF THE LITERATURE
First-order barriers Second-order barriers
Training Time
Equipment Support Teachers’
belief
Visions
concerning
technology
Views about
teaching
(Ertmer,1999)

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REVIEW OF THE LITERATURE
Teacher
-level
School-
level
Lack of
competence
Resistance
to change
Lack of
confidence
Negative
attitudes
Lack of
time
Lack of
accessibility
Lack of
technical
support
Lack of
training
(Becta, 2004)

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• « Teachers are very concerned about the
lack of time for technology. They say they
need more time to learn computer basics,
time to attend technology training
sessions, time to figure out how to
integrate technology in the classroom, and
time in the classroom to use technology »
• (Manternach-Wigans, 1999, p. 28)

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REVIEW OF THE LITERATURE
Teacher
-level
School-
level
Lack of
competence
Resistance
to change
Lack of
confidence
Negative
attitudes
Lack of
time
Lack of
accessibility
Lack of
technical
support
Lack of
training
(Becta, 2004)

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• « If students are going to be prepared for
a technological society, they must be
taught by confident and skilled teachers.
This can only be done by adequate
training and development of teachers »
(Brand, 1998, p. 13).

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REVIEW OF THE LITERATURE
Teacher
-level
School-
level
Lack of
competence
Resistance
to change
Lack of
confidence
Negative
attitudes
Lack of
time
Lack of
accessibility
Lack of
technical
support
Lack of
training
(Becta, 2004)

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Methodology
• Participants:
 (49)English language teachers.
• Setting:
 Moulay Ismail & Sidi Mohamed Ben
Abdellah

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• Teaching experience:

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• Computer ownership:

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• Years of using a computer in teaching:

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• Instruments:
 Questionnaire
• Data collection procedure:
 Pilot study
• Data analysis:
 (SPSS) version 19.

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Results
RQ1: Importance of ICT.

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Results
RQ2: Barriers to ICT integration .

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Results
RQ3: English teachers’ suggestions .

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• Pedagogical Implications

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Pedagogical Implications

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Pedagogical Implications

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Pedagogical Implications

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Pedagogical Implications

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Pedagogical Implications

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Pedagogical Implications

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Pedagogical Implications

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Pedagogical Implications

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Limitations
• There was not enough time to study barriers to the
integration of ICT in all Moroccan universities.
• The sample size is small.
• A comparison between the two universities would be
worthwhile.

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Recommendations for future
research
• Technology integration in other departments.
• Costs for implementation.

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Conclusion

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References:
Becta (2003).Primary schools – ICT and Standards.An analysis of
national data from Ofsted and QCA by Becta. Coventry: Becta.
Retrieved February 16, 2014, from http://
www.becta.org.uk/research/research.cfm?section=1&id=538
Ertmer, P. A. (1999). Addressing First- and Second-Order Barriers to
Change:Strategies for Technology Integration. Educational Technology
Research and Development, 47(4), 47-61.
Kotrlik, J. W., Harrison, B. C., &Redmann, D. H. (2000).A comparison
of information technology training sources, value, knowledge, and skills
for Louisiana’s secondary vocational teachers.Journal of Vocational
Educational Research, 25 (4), 396-444.
Dawes, L. (2001). What stops teachers using new technology. In M.
Leask (Ed.), Issues in Teaching using ICT (pp. 61-79).London:
Routledge.

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Thank you for your attention