The Attitude of High School English Teachers to Information and Communication Technology and Its Use in English Language Instruction

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The merit of using information and communication technologies(ICT) in education stems from recent developments in the fields of technology and communication. Accordingly, the importance of incorporating ICT, especially in English teaching practices, has become a pressing concern. While using ICT in teaching communication skills is becoming a popular trend among educators, some educators are still reluctant to accept the idea of integrating ICT in classroom instruction for various reasons. Integrating ICT in the classroom implies the willingness to radically shift from traditional didactic modes of instruction to more participatory and collaborative ways of teaching. Therefore, the general attitudes of teachers towards ICT use in English teaching are worth investigating. The purpose of this study is to describe the general attitude of Japanese high school English teachers to ICT. This study also aims to identify possible correlations between Japanese English teachers' general attitudes towards the use of ICT in teaching English and the variables of teaching experience and academic qualification. For the purposes of this study, a survey was conducted at five high schools in Osaka prefecture. A total of 29 Japanese English teachers participated in the Teachers' ICT Attitude Survey. Findings from the study reveal that most surveyed teachers have a positive attitude towards ICT and its use in classroom instruction. In addition, the study shows that the teachers' use of ICT in classroom instruction is influenced by their teaching experience. Teachers' academic qualifications, however, did not influence their use of ICT in the classroom.

近年,教育における情報化の導入課題について議論が高まっている。特にコミュニケーション能力を育成する教育において,その有用性からICTの使用は多くの教員によって積極的に行われつつあるが,既存の英語学習指導法とICTの統合には消極的な教員も見られる。その理由は,今日のインタラクティブなICTは,伝統的な教示的な英語学習指導方法から,より参加型で協調的な指導方法へのシフトを意味し,教室の力関係・ダイナミクスに影響するため,その変化への姿勢がICT導入の積極性に影響すると示唆される。本研究の目的は,教員が英語を教える際のICTの使用の一般的な態度と,教育経験等の要因との関係を明らかにすることである。

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