The Impact of a Curricular Innovation on Prospective EFL Teachers' Attitudes towards ICT Integration into Language Instruction

Autor/in	Hismanoglu, Murat
Titel	The Impact of a Curricular Innovation on Prospective EFL Teachers' Attitudes towards ICT Integration into Language Instruction
Quelle	5 (2012) 1, S.183-202 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Qualitative Research; Research Methodology; Technology Integration; Educational Technology; English (Second Language); Second Language Learning; Teacher Attitudes; Preservice Teacher Education; Interviews; Second Language Instruction; Language Teachers; Questionnaires; Instructional Innovation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Qualitative Forschung; Research method; Forschungsmethode; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Interviewing; Interviewtechnik; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Fragebogen; Educational Innovation; Bildungsinnovation; Ausland; Türkei
Abstract	This paper investigates whether the new EFL teacher training curriculum provides an efficient ICT training or not through both a quantitative and a partially qualitative research methodology. One hundred twenty-four prospective EFL teachers participated in this study and the results of a series of Independent Samples T-tests highlight that the prospective teachers having five ICT-related courses displayed better attitudes in comparison to those not completing this training period by reflecting that the success of technology integration into education varies from curriculum to curriculum, depending on the ways in which it is applied. In this study, parametric analysis such as Independent samples t-Test was utilized to explore any statistically significant differences between prospective EFL teachers' ICT attitudes before and after ICT-interwoven training. Moreover, the qualitative information was analyzed from the transcriptions of the interviews, and synthesized with the results from the quantitative study. A questionnaire made up of nine items and an interview consisting of nine questions were employed as data collection tools. (Contains 4 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10