The Influence of School Climate on L2 Teachers’ Useof Computer Technology
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Despite numerous variables involved in L2 teachers’ technology integration into the classroom, the collective findings of previous studies on CALL teacher education bring into view that multi-dimensional aspects of L2 teachers’ technology integration can be considered as three categorized factors: CALL teacher education, teachers’ individual factors (e.g., computer literacy skills and attitude toward CALL), and contextual factors (e.g., technology infrastructure and administrative support). The literature suggests the significance of contextual factors in understanding individual teachers’ use of computer technology in the classroom coupled with their technology education experience. However, little systematic attention has been given to the influence of contextual factors. Relatively more attention has been given to teachers’ individual factors in examining the relationship between teachers’ prior technology education and their use of computer technology for instructional purposes. The present study addresses this gap in the literature. Of particular interest is a possible relationship between school climate (i.e., overall teachers’ technology education experience) and teachers’ use of computer technology in the classroom. Data were collected from 454 public secondary school L2 teachers from an entire county in a Midwestern state in the U.S. The results show that teachers working in a school where overall teachers’ technology education is higher used computer technology more frequently in the classroom.
Abstract
Despite numerous variables involved in L2 teachers’ technology integration into the classroom, the collective findings of previous studies on CALL teacher education bring into view that multi-dimensional aspects of L2 teachers’ technology integration can be considered as three categorized factors: CALL teacher education, teachers’ individual factors (e.g., computer literacy skills and attitude toward CALL), and contextual factors (e.g., technology infrastructure and administrative support). The literature suggests the significance of contextual factors in understanding individual teachers’ use of computer technology in the classroom coupled with their technology education experience. However, little systematic attention has been given to the influence of contextual factors. Relatively more attention has been given to teachers’ individual factors in examining the relationship between teachers’ prior technology education and their use of computer technology for instructional purposes. The present study addresses this gap in the literature. Of particular interest is a possible relationship between school climate (i.e., overall teachers’ technology education experience) and teachers’ use of computer technology in the classroom. Data were collected from 454 public secondary school L2 teachers from an entire county in a Midwestern state in the U.S. The results show that teachers working in a school where overall teachers’ technology education is higher used computer technology more frequently in the classroom.
참고문헌 (37)
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