資訊融入東部一所國中英語課程之現況調查─個案研究

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(1)國立臺灣師範大學英語學系碩. 士. 論. 文. Master Thesis Department of English National Taiwan Normal University. 資訊融入東部一所國中英語課程之現況調查─ 個案研究. Technology Integration in English Classes in a Junior High School in Eastern Taiwan: A Case Study. 指導教授：林. 至. 誠博士. Advisor: Dr. Chih-cheng Lin 研究生：盧. 冠. 伃. Graduate: Kuan-yu Lu. 中華民國一百零二年七月 July, 2013.

(2) 中文摘要本研究旨在探討東部一所國中英語教師如何將資訊科技融入教學以及影響他們使用科技融入教學的因素。本研究從訪談中蒐集東部一所國中八位英語教師的資料，進而更深入的探討教師資訊融入課堂教學的現況。研究結果發現英語教師會選擇適當的資訊科技來融入課文不同的教學單元。在資訊融入教學的頻率方面，所有的老師在課堂上最常使用手提音響及英文歌曲，然而他們在教學上最少使用互動式電子白板及線上測驗。最後，在可能影響英語教師使用科技融入教學的三個因素之中，教師的態度和信念及學校方面的支持是最能影響他們使用科技融入教學的兩個因素。根據研究結果，本研究亦對教育單位，師資培育中心、學校行政單位及對科技融入教學有興趣的老師提出建議。. 關鍵字：資訊科技融入教學、國中英語教師. i.

(3) ABSTRACT This study aimed to investigate how English teachers in a junior high school in eastern Taiwan integrate information technology into instruction as well as the factors influencing their use of technology. The data were collected from the interviews with the eight English teachers in a junior high school in eastern Taiwan in order to further explore teachers’ technology use in the classroom. Findings showed that English teachers would choose appropriate information technology to integrate into every section of the lesson. As for the frequency of using technology, all teachers used the CD player and songs the most in the classroom while they integrated the electronic interactive whiteboard and online tests into instruction the least. Finally, among the three factors which may affect technology integration into practices, teachers’ attitudes and beliefs as well as the school support are the main factors influencing their use of technology in the classroom. Based on the results, pedagogical implications for educational authorities, teacher training programs, school administrators, and teachers who intend to integrate technology into instruction are discussed.. Key words: information technology integration into instruction, junior high school English teachers. ii.

(4) ACKNOWLEDGEMENT My sincerest and deepest gratitude goes to my advisor, Professor Chih-cheng Lin, who has given me so much inspiration and help during the process of thesis writing. Without his patient guidance and assistance, this master thesis would have never been completed. My sincere appreciation also goes to the committee members, Professor Chiou-lan Chern and Huseh-ying Yu, whose warm encouragement and invaluable suggestions in the oral defense have helped me improve my thesis. In addition, I am grateful to my friends and colleagues, especially Linda Hsu, who always gave me previous advice when I was in need. Finally, I would like to dedicate this thesis to my family, my mother and younger sister. Because of their encouragement and support, I have strength to overcome the difficulties and accomplish my goals in life.. iii.

(5) TABLE OF CONTENTS CHAPTER ONE INTRODUCTION ............................................................................. 1 1.1 Background and Motivation ............................................................................ 1 1.2 Purpose of the Study ........................................................................................ 3 1.3 Research Questions .......................................................................................... 4 1.4 Significance of the Study ................................................................................. 4 CHAPTER TWO LITERATURE REVIEW ................................................................. 6 2.1 Technology Integration in the Classroom ........................................................ 6 2.1.1 Types of Technology Use ...................................................................... 6 2.1.2 Benefits of Technology Use .................................................................. 7 2.1.3 Reasons for Technology Use ................................................................. 8 2.1.4 Barriers to Technology Use................................................................... 9 2.1.5 Factors Influencing Technology Use .................................................. 16 2.2 Research on Technology Integration into Instruction .................................... 19 2.2.1 Research on Technology Integration into Instruction in Primary and Secondary Schools in Taiwan ............................................................ 19 2.2.2 Research on Technology Integration into English Instruction in Primary and Secondary Schools in Taiwan ........................................ 24 2.3 The Present Study .......................................................................................... 27 CHAPTER THREE METHODOLOGY ..................................................................... 28 3.1 The Setting ..................................................................................................... 28 3.2 The Participants.............................................................................................. 28 3.3 Instrument ...................................................................................................... 29 3.3.1 Interview ............................................................................................. 30 3.4 Procedures ...................................................................................................... 30 3.5 Data Analysis ................................................................................................. 31 iv.

(6) CHAPTER FOUR RESULTS AND DISCUSSION.................................................... 32 4.1 Technology Integration in the Classroom ...................................................... 32 4.1.1 The Sections of the Lesson ................................................................. 32 4.1.2 The Frequency of using technology .................................................... 39 4.2 Factors Influencing Teachers’ Use of Technology ......................................... 47 4.2.1 Teachers’ Background ......................................................................... 47 4.2.2 Teachers’ Attitudes and Beliefs ........................................................... 49 4.2.3 School Support .................................................................................... 59 CHAPTER FIVE CONCLUSION............................................................................... 63 5.1 Summary of the Findings ............................................................................... 63 5.2 Pedagogical Implications ............................................................................... 64 5.3 Limitations of the Study................................................................................. 66 5.4 Recommendations for Future Research ......................................................... 66 REFERENCES ............................................................................................................ 68. v.

(7) LIST OF TABLES Table 2.1 First-order and Second-order Barriers to Technology Integration………...10 Table 2.2 School and Teacher Factors…………………………………………..........16 Table 3.1 Background Information of the Interviewees……………………………...29 Table 4.1 Technology that English Teachers Used in the Classroom………………. 40. vi.

(8) CHAPTER ONE INTRODUCTION 1.1 Background and Motivation The increasing importance of integrating information technology (referred to as IT) into instruction has been emphasized in the educational systems of Taiwan. In 1998, the Ministry of Education (referred to as MOE) initiated the curricular and instructional reforms in elementary and junior high school education; the education reform was entitled General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education (MOE, 1998). Based on the curriculum guidelines, the six major issues should be infused into the instruction of every learning area. As Information Technology Education is involved in one of the six issues, teachers are encouraged to integrate IT into their teaching practices. In addition, one of the ten core competences contains utilization of technology and information, aiming to enhance learning efficiency and living quality. With the emphasis on IT integration into instruction in school, to acquire the ability of utilizing technology and information is served as a crucial learning goal in Taiwan’s educational reforms. To establish an information-enhanced learning environment as well as to improve information education in primary and secondary schools, the MOE in 1999 achieved this goal by installing hardware and software for primary and secondary schools so that all schools are able to have computer classrooms and web access (MOE, 2005). In this case, E-classrooms had been established for every school to integrate Information and Communication Technology (referred to as ICT) into instruction by 2009 (MOE, 2012). As a result of the fact that the MOE made a lot of efforts investing time and money to enhance ICT infrastructure, it may be expected that teachers integrate technology into their instruction effectively so as to raise learning efficiency and quality of education. Considering the establishment of the instructional hardware and software as well as the access to computers and the Internet in primary and secondary schools, the researcher aims to explore the current implementation of integrating information technology into instruction in a junior high school. With the technology-integrated trend in education over the past decade, studies on the present situation of IT integration into teaching practices in primary and. 1.

(9) secondary schools have been conducted in different regions of Taiwan such as the north, the middle, the south, the east, and the offshore island (Chen, 2005; Chen, 2006; Huang, 2006; Huang, 2011; Li, 2013; Tang, 2005; Wu, 2006; Yang, 2004). As more and more studies on information technology integration into instruction have been done with reference to different learning areas and aspects, the former contains Chinese (Chen, 2003; Huang, 2012), English (Chang, 2003; Chang, 2012; Chen, 2008; Deng, 2004; Huang, 2003; Lin, 2010; Yang, 2008), mathematics (Hong, 2011; Huang, 2008; Huang, 2010; Lee, 2006; Ou, 2008; Yang, 2006), science and technology (Chang, 2008; Chiu, 2009; Lin, 2005), social studies (Lu, 2005; Tang, 2005), and so on while the latter includes teachers’ attitudes and/or beliefs (Chen, 2008; Liao, 2009; Lin, 2006; Xiao, 2004), teachers’ information literacy and/or competence (Chen; 2003; Chien, 2003; Teng, 2005; Lin, 2009), factors affecting teachers’ technology integration (Chang, 2006; Chang, 2011; Hong, 2005; Hung, 2007; Lin, 2004), barriers to technology integration (Chu, 2005; Lin, 2004), interactive electronic whiteboards (Chen, S. H., 2012; Chen, S. N., 2012; Chou, 2011; Ke, 2012; Li, 2012), just to name a few. Based on the previous studies, most primary and secondary teachers hold positive attitudes toward technology integration into instruction since it can enhance students’ learning motivation and interest (Huang, 2012) as well as advance their learning (Chiu, 2009); however, there are still some factors or barriers affecting teachers’ technology use such as equipment (Chang, 2006; Chu, 2005; Liao, 2009), time (Chang, 2006; Chu, 2005; Huang, 2008; Liao, 2009; Ou, 2008), information literacy (Chang, 2006; Chu, 2005; Huang, 2008; Liao, 2009; Teng, 2005), administrative support (Chu, 2005; Hong, 2005), and so forth. Although a lot of studies on technology integration into instruction concerning different learning areas and aspects have been done in different regions of Taiwan, there is scant research on English teachers’ use of technology in primary and secondary schools in eastern part of Taiwan. This study, thus, intends to investigate English teachers’ current use of technology in a junior high school in eastern Taiwan. There is another reason why the researcher is interested in the present situation of technology use in English classes in a junior high school in eastern part of Taiwan. After the semi-structured interviews were conducted in the researcher’s school, the researcher had a basic understanding of the present situation of English teachers’ use of technology in a junior high school in eastern Taiwan and the factors affecting technology integration into instruction. In order to have a better and deeper 2.

(10) understanding of how English teachers use technology in the target school as well as the factors influencing technology use, the researcher intends to conduct the follow-up interviews for further investigation. Although the target school is located in the suburban area, it is just a ten-minute drive away from the city. Teachers in this school are equipped with computers in teachers’ offices, and they can easily have access to a projector as well as a laptop with the Internet access in classrooms. However, the frequency of using them for English instruction is not high. There are eleven English teachers in the researcher’s school. Only four English teachers integrate several types of technology into their practices, and the other teachers often use only one type of technology, a CD player, instead. These teachers’ responses to the limited use of technology in the classroom include insufficient periods, lack of time to prepare for instruction, and students’ distraction from learning in class. Since the researcher is curious about the present situation of technology use in English classes in her school, this study is conducted to discover further how English teachers in a junior high school in eastern Taiwan apply technology to English curriculums, how they perceive technology integration into instruction, and what factors will influence their use of technology in the classroom.. 1.2 Purpose of the Study Although studies on technology integration into teaching practices regarding different learning areas and aspects have been conducted for more than a decade, little research has been done to investigate the English teachers’ use of technology in the eastern part of Taiwan. The first purpose of this study, thus, is to explore the present situation of how English teachers in a junior high school in eastern Taiwan integrate technology into teaching practices and the factors affecting their use of technology. Through the semi-structured interviews, the researcher can have a basic understanding of the current implementation of integrating technology into English instruction in a junior high school in eastern Taiwan. Based on the results of the teacher interviews, the follow-up interviews were conducted afterward to have a better and deeper understanding of English teachers’ use of technology in the target school. Therefore, the second purpose of the current study aims to examine further the present situation of English teachers’ use of technology and confirm the results of the previous interviews. In addition, the researcher is concerned with the reasons why teachers choose to or choose not to 3.

(11) integrate technology into instruction. Finally, the researcher hopes that the findings of the teacher interviews can provide educational authorities, teacher training programs, school administrators, and EFL teachers who are interested in integrating technology into teaching practices with useful references and feasible suggestions regarding the present situation of the English teachers’ use of technology in classrooms as well as factors influencing technology integration into practices. It is also hoped that this research can serve as a basis for future studies on technology integration into instruction at different educational levels in eastern part of Taiwan.. 1.3 Research Questions The current study aims to investigate the present situation of English teachers’ use of technology in a junior high school in eastern part of Taiwan. More specifically, this study intends to answer the following research questions: (1) How do English teachers in a junior high school in eastern Taiwan use technology in the classroom? (2) What are the factors influencing their use of technology?. 1.4 Significance of the Study Since the educational reforms in 1998, teachers have been encouraged to integrate technology into their instruction to enhance learning efficiency and quality of education. Accordingly, a lot of research on teachers’ current use of technology and the outcomes of technology integration into the curriculum has been conducted from kindergartens to graduate schools in different areas of Taiwan. However, there is little research on the present situation of English teachers’ technology use in eastern part of Taiwan. This study, therefore, makes a contribution in three aspects. Firstly, the results of the interviews concerning the current situation of technology integration into English instruction in a junior high school in eastern Taiwan and the factors influencing teachers’ use of technology can serve as a reference for educational authorities, teacher training programs, school administrators, and EFL (English as a foreign language) teachers who intend to integrate technology into their instruction. Secondly, possible solutions and workable suggestions are discussed and offered to solve the problems these English teachers encountered when integrating technology into teaching practices. Thirdly, the findings of the present study provide a basis for 4.

(12) future research in terms of technology integration into English instruction in eastern Taiwan.. 5.

(13) CHAPTER TWO LITERATURE REVIEW. This literature review is divided into the following three sections, serving as the research background. The first part explores how teachers implement technology in the classroom and reviews relevant studies on the types of, the benefits of, the reasons for, and the barriers to teachers’ use of technology. In the second section, research on technology integration into instruction in primary and secondary schools in Taiwan is investigated. Finally, based on the previous research, the research design of the present study is formed.. 2.1 Technology Integration in the Classroom 2.1.1 Types of Technology Use As increasing hardware and software resources were provided for teachers’ instruction in schools, several studies aimed to investigate what types of technology teachers frequently employed in classrooms. Ertmer et al. (1999) identified several types of software that teachers applied such as a variety of games, exploratory software, and instructional CD-ROMs. Muir-Herzig’s (2004) research indicated that word processing was used by most teachers for creating course worksheets or for general use. Moreover, ChanLin, Hong, Horng, Chang, and Chu (2006) reported that teachers applied Microsoft’s PowerPoint most frequently for the presentation of teaching materials in classrooms. Besides teachers’ use of software resources, in Huang’s (2003) study, the information technology that teachers utilized most frequently involved tapes, VCDs/DVDs/CD-ROMs, and cassettes. In 2007, Gulbahar’s research found that teachers employed overhead projectors and audio players most frequently in classrooms. Furthermore, a study conducted by Almekhlafi, & Almeqdadi (2010) revealed that a number of technology tools used in the classroom included computers with different software, transparencies, the Internet, geographic maps, overhead projectors, and Flyers & Folded Papers. Regarding the classroom-based technology used by the college-level instructors, the top six types of technology were identified in Brill and Galloway’s (2007) research, and they were presented in descending order: the overhead projector, the VCR, a slide projector, the 6.

(14) Internet, a large screen video data display and an instructor computer workstation. With the aforementioned hardware and software, teachers utilized these technology resources in classrooms for numerous reasons, which would be presented in section 2.1.3.. 2.1.2 Benefits of Technology Use Several studies reported the pedagogical benefits through teachers’ technology use, and numerous benefits were found in the related literature as follows. In Ertmer et al.’s (1999) research, the teachers described how students benefited from their application with technology. For example, technology made more interesting lessons to students and technology attracted students with learning or attention problems. On the other hand, teachers also benefited from technology since they enjoyed using it and became more competent with it. Moreover, a treatment-control study was conducted by Lowther, Inan, Strahl, & Ross (2008) for the purpose of investigating the effectiveness of a statewide technology program. The program benefited not only teachers but also students. The results showed that the program teachers were significantly more confident in using technology for learning, and the teachers perceived that technology use positively affected students’ learning as well as their use of student-centered practices. As far as the program students were concerned, they were significantly more devoted to student-centered learning activities including “experiential, hands-on learning, independent inquiry/research, and cooperative learning through the use of technology” (p.204). Similarly, Shieh’s study (2012) mentioned that students benefited from exposure to the technology-enhanced innovative instruction. For instance, students were more interested in attending physics classes and were more active in joining in extracurricular science activities. Besides, the teacher also showed more enthusiasm about and had more confidence in strengthening students’ physics concepts. In 2010, Almekhlafi and Almeqdadi revealed the benefits of technology from male and female teachers’ point of views in their study. For male teachers, technology saved class time, minimized teachers’ efforts, grabbed students’ attention, and made learning interesting; as for female teachers, technology fostered learning and teaching, enhanced students’ participation, and garnered visual support for students of different learning styles. In their research, teachers indicated technology benefited students in several aspects such as better interaction and communication, more independent 7.

(15) learning, better engagement in learning, and deeper understanding of academic subjects. Based on the benefits previously reported in the literature, it is obvious that both teachers and students benefit greatly from technology integration into instruction in the classroom.. 2.1.3 Reasons for Technology Use Previous research papers have revealed numerous reasons for teachers’ use of technology and these reasons are identified as follows: (a) to prepare for instruction (Palak, & Walls, 2009), (b) to deliver content and reinforce skills (Ertmer et al., 1999; Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012), (c) to supplement or enrich the curriculum with various modes of presentation (Arnold, 2007; Ertmer et al., 1999; Ertmer et al., 2012; Lam, 2000), (d) to motivate students (Arnold, 2007; Egbert, Paulus, & Nakamichi, 2002; Ertmer et al., 1999; Lam, 2000; Li, & Walsh, 2010), (e) to advance or enhance students' learning (Arnold, 2007; Egbert et al., 2002; Zhao, 2007), (f) to equip students with skills they will need in the future (Egbert et al., 2002; Ertmer et al., 1999), (g) to connect students with the target language and/or its culture (Arnold, 2007; Egbert et al., 2002), and (h) to change current teaching methods (Li & Walsh, 2010). In the current study, the reasons for using technology have been primarily classified into eight categories. First, teachers used technology for preparation purposes such as preparation for classroom instructional materials (Palak, & Walls, 2009). Second, teachers used technology to deliver content and reinforce skills in that it could give students extra practice (Ertmer et al., 1999) and help students reinforce what they have learned (Ertmer et al., 2012). The third reason for teachers’ technology use included: to supplement the curriculum by using various computer resources with powerful visuals (Ertmer et al., 1999), to supplement language teachers’ teaching with different modes of presentation (Lam, 2000), to bring variety to a lesson (Arnold, 2007), and to enrich the curriculum by providing students with more choices for demonstrating their learning (Ertmer et al., 2012). The fourth reason for technology use fell into the motivational aspect. For example, the teachers in previous studies (Ertmer et al., 1999; Lam, 2000) used technology to make the lessons more interesting. For teachers, the fifth reason for using technology was to advance or enhance students' learning. The social studies teachers in Zhao’s study (2007), for instance, regarded technology as a way to enhance students’ learning. As for the sixth reason, 8.

(16) teachers used technology to teach students the skills they would need in the future (Egbert et al., 2002) and students could benefit from teachers’ technology use to be prepared for the future (Ertmer et al., 1999). The seventh reason why foreign language teachers used technology was that it could connect students with the target language and/or its culture (Arnold, 2007; Egbert et al., 2002). Last but not least, according to (Li & Walsh, 2010), the EFL teachers in China perceived that they needed to change their current teaching methods in that the purpose of learning English was not only to get good grades in examinations but also to communicate with people. Among the eight reasons for technology use, (g) and (h) are specifically related to foreign language learning. In addition, the previous studies were concerned not only with teachers’ technology use (Ertmer et al., 1999; Ertmer et al., 2012; Inan & Lowther, 2010; Palak & Walls, 2009; Zhao, 2007) but also with foreign language teachers’ use of technology (Arnold, 2007; Egbert et al., 2002; Lam, 2000), which may suggest that the reasons for technology use in general learning areas are similar with those in foreign language learning.. 2.1.4 Barriers to Technology Use A variety of barriers hindering teachers from infusing technology into curriculum have been identified in the literature. According to Brinkerhoff (2006), the barriers were divided into four broad categories: resources, institutional and administrative support, training and experience, and attitudinal or personality factors. In the present study, barriers are grouped into two main categories based on Brickner (1995) and Ertmer et al. (1999). Brickner categorized the barriers as first- and second-order barriers to change, and these two barriers were described as “the extrinsic and intrinsic factors which affect a teacher's innovation implementation efforts” (p. xvii). Furthermore, Ertmer et al. regarded first-order barriers to technology integration into instruction as “being extrinsic to teachers and include lack of access to computers and software, insufficient time to plan instruction, and inadequate technical and administrative support”; on the contrary, second-order barriers were considered being “intrinsic to teachers and include beliefs about teaching, beliefs about computers, established classroom practices, and unwillingness to change” (p.54). Considering the aforementioned concepts, the barriers in this study are classified as first-order (external) and second-order (internal) barriers. The first-order and second-order barriers to technology integration into 9.

(17) instruction have been cited in various studies, and these barriers are listed and categorized in table 2.1 below:. Table 2.1 First-order and Second-order Barriers to Technology Integration I. First-order (external) barriers 1. Lack of time: An, & Reigeluth, 2012; del Puerto & Gamboa, 2009; Egbert et al., 2002; Ertmer et al., 2012; Huang, 2003; Jones, 2001; Van Braak, 2001 A. Lack of time to prepare for technology lessons: Almekhlafi & Almeqdadi, 2010; Arnold, 2007; Bauer & Kenton, 2005; Feist, 2003; Li & Walsh, 2010; Lim and Khine 2006; Shieh, 2012; Yang & Huang, 2008 B. Lack of time to prepare for using technology: Hutchison & Reinking, 2011; Yang & Huang, 2008 C. Lack of time to integrate/implement technology: Almekhlafi & Almeqdadi, 2010; Arnold, 2007; Hutchison & Reinking, 2011; Pierce, & Ball, 2009; Yang & Huang, 2008 ; Yildirim, 2007 D. Lack of time to teach students the basic computing skills: Hutchison & Reinking, 2011 E. Lack of time to find and evaluate software: Cuban, Kirkpatrick, & Peck, 2001 F. Lack of time to evaluate e-learning: Arnold, 2007 2. Lack of resources: Hew & Brush, 2007; Egbert et al., 2002 A. Lack of resources and materials: del Puerto & Gamboa, 2009; Kurt & Ciftci, 2012; Van Braak, 2001 B. Lack of suitable instructional software: del Puerto & Gamboa, 2009; Li & Walsh, 2010; Yang & Huang, 2008 C. Lack of money/funding: del Puerto & Gamboa, 2009; Ertmer et al., 2012; Van Braak, 2001 3. Lack of equipment or access to equipment and the Internet: A. Lack of equipment (hardware): An & Reigeluth, 2012; Bauer & Kenton, 200; Kotrlik & Redmann, 2009 ; Mumtaz, 2000 B. Lack of access to equipment/ technology: Brill & Galloway, 2007; Ertmer et al., 2012; Hutchison & Reinking, 2011; Lam, 2000; Yang & Huang, 2008 C. Lack of access to the Internet in classrooms or in the school building: Moeller & Reitzes, 2011; VanFossen, 2001 D. Technology problems: Ertmer et al., 2012; Lim and Khine 2006; Moeller & Reitzes, 2011; Pierce & Ball, 2009 4. Lack of support: A. Lack of technology/technical support : 10.

(18) Hutchison & Reinking, 2011; Ertmer et al., 2012 B. Administrative or curricular restrictions: Egbert et al., 2002 C. Lack of guidance and consultation: Yang & Huang, 2008 5. Lack of training: A. Lack of appropriate workshop training: Huang, 2003; Yang & Huang, 2008 B. Lack of computer and software training offered at convenient times: Cuban, Kirkpatrick, & Peck, 2001 C. Lack of general computer training: VanFossen, 2001 D. Lack of training in how to apply the Internet to the classroom: VanFossen, 2001 E. Lack of professional development on how to integrate technology: Hutchison & Reinking, 2011 II. Second-order (internal) barriers 1. Lack of knowledge and/or skills: del Puerto & Gamboa, 2009; Hew & Brush, 2007; Lam, 2000 A. Lack of information literacy: Huang, 2003; Yang & Huang, 2008 B. Lack of sufficient instructional design or application ability for technology integration: Huang, 2003; Yang & Huang, 2008 C. Lack of familiarity with or confidence in technology: Al-Bataineh, Anderson, Toledo, & Wellinski, 2008; Moeller & Reitzes, 2011 2. Lack of attitudes and beliefs: Ertmer et al., 2012; Hew & Brush, 2007; Lim & Khine 2006; Norris et al. 2003; Shieh, 2012; Yang & Huang, 2008; Zhao et al. 2002 A. Lack of confidence in the computer skills: Lam, 2000 B. Lack of incentives/motivation to integrate technology: Hutchison & Reinking, 2011; Yang & Huang, 2008 C. Concerns about management of student discipline: Yang & Huang, 2008 D. Beliefs in students’ distraction from technology lessons: Shieh, 2012. According to table 2.1, the first-order barriers to technology integration into instruction are classified into five categories while the second-order barriers are grouped into two types. The first-order barriers contain five categories: lack of time, lack of resources, lack of equipment or access to equipment and the Internet, lack of support, and lack of training. Among the first-order barriers, lack of time has been perceived by teachers as one of the major barriers to technology integration into 11.

(19) practices in the previous studies (del Puerto& Gamboa, 2009; Egbert et al., 2002; Ertmer et al., 2012; Huang, 2003; Jones, 2001; Van Braak, 2001). The barrier, lack of time, includes the six types: lack of time to prepare for technology lessons, to prepare for using technology, to integrate/implement technology, to teach students the basic computing skills, to find and evaluate software, and to evaluate e-learning. For the first type of barrier, Bauer and Kenton’s study (2005) found that K-12 teachers, who used computer technology in their instruction and were skillful in their practices, regarded the amount of time to prepare technology lessons as one of the major barriers. Similarly, according to Almekhlafi and Almeqdadi (2010), K-12 teachers, who all had the experience of using technology in their classes, reported that they did not have much time to prepare and implement technology although good technology infrastructures were provided and available for them at schools. Based on the results of the interviews conducted by Shieh (2012), senior high school teachers described that preparing for technology lessons required much more efforts and time than teaching in a traditional classroom. Another study carried out by Yang and Huang (2008) revealed that junior and senior high school English teachers identified lack of time to plan for activities with technology, lack of time to implement those activities, and lack of time to practice with technology as the major barriers impeding their application of technology. Based on Cuban, Kirkpatrick, and Peck’s research (2001), high school teachers from two high-tech schools mentioned that they did not have time to find and evaluate software, and lack of time was considered the barrier to their limited technology use in classrooms. A national survey of K-12 literacy teachers in the United States was administered by Hutchison and Reinking (2011), showing that one of the major barriers was lack of time including lack of time to prepare for using technology, lack of time to integrate technology during a period, and lack of time to teach students the basic computer skills needed for more complex tasks. Moreover, in Arnold’s (2007) study, college foreign language teachers recognized time as the most important barrier to technology implementation such as “the time-consuming nature of preparing, implementing, and evaluating of e-learning” (p.172) Another type of the first-order barrier, lack of resources, has been identified as one of the major barriers in the past research studies (Hew & Brush, 2007; Egbert et al., 2002). According to Van Braak’s (2001) survey, secondary school teachers reported lack of availability of the material and lack of funding as the main barriers. In Yang and Huang’s (2008) study, junior and senior high school English teachers 12.

(20) perceived lack of suitable instructional software as one of the major barriers. Similarly, del Puerto and Gamboa (2009) revealed that the barriers inhibiting second language teachers’ technology integration were lack of materials, software, and money. Lack of money was also considered one of the most impactful barriers to technology integration by K-12 teachers in Ertmer et al.’s (2012) research. The third type of the first-order barrier, lack of equipment (hardware), was indicated as the major barrier impeding K-12 teachers’ application of technology in Bauer and Kenton’s (2005) study, and these teachers pointed out that many computers were “old, slow, incompatible with new educational software and lacked proper networking” (p.536). In Yang and Huang’s (2008) study, lack of access to equipment/technology was considered one of the barriers, revealing that the junior and senior high school English teachers did not have access to computers because of time-tabling constraints. Similar findings were found in Lam’s (2000) study that lack of access to computers was regarded as the barrier hindering second language teachers’ technology use. Besides, in Ertmer et al.’s (2012) study, K-12 teachers stated that lack of technology access was one of the impactful barriers to technology integration. K-12 literacy teachers in Hutchison & Reinking’s (2011) study also pointed out lack of access to technology as the barrier to technology integration. In addition to lack of access to technology, VanFossen (2001) found problems with Internet access in secondary social studies classrooms or in the school building the barrier to teachers’ technology use. In terms of technology problems, K-12 teachers in Ertmer et al.’s (2012) study indicated technology problems as one of the most impactful barriers to technology integration. Similarly, Lim and Khine (2006) found that it was difficult for teachers to finish a technology-mediated lesson within a period due to the unexpected hardware or software problems. Furthermore, based on Moeller and Reitzes (2011), teachers noted that low-bandwidth technology could break down at any time, and this was likely to be a barrier to accessing the Internet. Thus, it seemed that teachers would feel uncomfortable wasting precious instructional time trying to solve the equipment or the slow Internet access problems. The fourth category of the first-order barrier, lack of support, contains three types: lack of technology/technical support, administrative or curricular restrictions, and lack of guidance and consultation. For example, Hutchison & Reinking (2011) found that lack of technical support was one of the barriers impeding K-12 literacy teachers’ technology integration. Ertmer et al.’s (2012) study also presented the similar findings 13.

(21) that lack of technology support was reported by K-12 teachers as the barrier to technology use. In Egbert et al.’s (2002) study, second language and foreign language teachers regarded administrative or curricular restrictions as the barrier hindering their use of technology in the classroom. Junior and senior high school English teachers in Yang and Huang‘s (2008) research identified lack of personal guidance and consultation as one of the barriers that made the implementation of technology integration difficult. The last category of the first-order barrier, lack of training, includes five types. First, lack of appropriate workshop training was recognized as the barrier to junior and senior high school English teachers’ technology integration in the prior research (Huang, 2003; Yang & Huang, 2008). Second, in Cuban, Kirkpatrick, and Peck’s (2001) study, high school teachers in two high-tech schools perceived lack of computer and software training offered at convenient times as the barrier inhibiting teachers’ use of technology. Moreover, VanFossen (2001) pointed out the barriers to teachers’ application of technology in secondary social studies classrooms were lack of general computer training and lack of training in how to apply the Internet to the classroom. Last, K-12 literacy teachers in Hutchison and Reinking’s (2011) research regarded lack of professional development on how to integrate technology as one of the barriers preventing teachers from using technology. The second-order barriers involve two categories: lack of knowledge and/or skills as well as lack of attitudes and beliefs. The first category of the second-order barrier, lack of knowledge and/or skills, has been identified in the prior research (del Puerto & Gamboa, 2009; Hew & Brush, 2007; Lam, 2000). In Lam’s (2000) research, the barrier which limited second language teachers’ technology use was lack of knowledge about teaching language with computers. Similarly, second language teachers in del Puerto and Gamboa’s (2009) study recognized their own insufficient knowledge as the barrier to technology use. According to Hew and Brush (2007), one of the major barriers to technology integration in K-12 schools was also lack of specific knowledge and skills. In the present study, the first category of the second-order barrier, lack of knowledge and/or skills, has been divided into three types as follows. The first two types of the second-order barriers, lack of information literacy and lack of sufficient instructional design or application ability for technology integration, were considered the barriers which hindered junior and senior high school English teachers from using technology (Huang, 2003; Yang & Huang, 2008). As for 14.

(22) the third type of the second-order barrier, based on Al-Bataineh, et al. (2008) and Moeller and Reitzes (2011), lack of familiarity with or confidence in technology was regarded as the barrier impeding teachers’ application of technology. The other category of the second-order barrier, teachers’ attitudes and beliefs toward technology, was described as one of the major barriers to technology use in the previous studies (Ertmer et al., 2012; Hew & Brush, 2007; Lim and Khine 2006; Norris et al. 2003; Shieh, 2012; Yang & Huang, 2008; Zhao et al. 2002). For example, K-12 school teachers in Hew and Brush’s (2007) study recognized teachers’ attitudes and beliefs toward technology as the barrier which inhibited teachers’ application of technology. Similar results were found in Ertmer et al.’s (2012) study, K-12 teachers expressed other teachers’ attitudes and beliefs were the most impactful barrier impeding technology integration within their schools while their own attitudes and beliefs were the least impactful one. In this study, the other category of the second-order barrier, teachers’ attitudes and beliefs, has been divided into four types, which were presented in the following. First, second language teachers in Lam’s (2000) study described that one of the barriers which limited technology use was lack of confidence in the computer skills. Besides, according to Yang and Huang (2008), junior and senior high school English teachers pointed out the barriers to technology-mediated instructional activities included teachers’ negative beliefs toward technology integration, lack of motivation, and concerns about the problems of student discipline. In Hutchison and Reinking’s (2011) research, K-12 literacy teachers in the United States perceived lack of incentives to integrate technology into instruction as one of the barriers preventing teachers from using technology. Last, based on Shieh (2012), senior high teachers believed that technology would distract students’ attention rather than help students learn, which led to their conservative attitudes toward technology integration into instruction. In conclusion, the barriers to limited technology use in classrooms have been presented in the previous research, in which the barriers noted most frequently belong to the first-order barriers (lack of time, resources, equipment/access, support, and training) in contrast with the second-order barriers (lack of knowledge/skills, and attitudes/beliefs). The similar findings have been found in Ertmer et al.’s (2012) study that the primary barriers, for K-12 teachers, seemed to be more first-order, or external barriers than second-order, or internal ones. That is, external barriers were more influential than internal ones for these teachers. Among the first-order barriers, most 15.

(23) of the research reported lack of time, lack of resources as well as lack of equipment or access to equipment and the Internet as the most essential barriers to teachers’ use of technology. With regard to the second-order barriers, lack of attitudes and beliefs was recognized as the most crucial barrier to technology integration into instruction. 2.1.5 Factors Influencing Technology Use The factors that affect technology integration in the classroom have been reported in numerous studies. The review in Mumtaz’s (2000) research identified three interlocking factors that had influence on teachers’ implementation of ICT: institution (the school), resources, and the teacher (involving teachers’ beliefs, skills, and attitudes to IT). Similarly, Zhao, Pugh, Sheldon and Byers (2002) recognized 11 factors that had a significant impact on classroom technology innovations of K-12 teachers and the factors were divided into three domains: the innovator (teacher), the innovation (project), and the context (school). Based on Mumtaz (2000) and Zhao et al. (2002), the factors influencing teachers’ use of technology are adapted and grouped into two categories in the current study: the school and the teacher factors. The factors cited in the previous research are categorized and presented in Table 2.2 below.. Table 2.2 School and Teacher Factors I. The school factor 1. Resources: Lam (2000); Mumtaz (2000); Zhao et al. (2002) 2. The teacher’s own use of computers at home and at school: Mueller, Wood, Willoughby, Ross, & Specht (2008) 3. Accessibility of (computer) resources within the school: Inan & Lowther (2010); Wozney, Venkatesh, & Abrami (2006); Zhao et al. (2002) 4. Availability of technical support: Bitner & Bitner (2002); Hernández-Ramos (2005) ; Inan & Lowther (2010); Zhao et al. (2002) 5. Amount of technology-related training: Bitner & Bitner (2002); Vannatta & Fordham, (2004); Wozney, Venkatesh, & Abrami (2006) 6. Administrators' attitudes: Lam (2000) 7. Adapting to external requests and others’ expectations: Baek, Jung, & Kim (2008) II. The teacher factor 1. Teachers’ beliefs: 16.

(24) A. Teachers’ beliefs: Hernández-Ramos (2005); Inan & Lowther (2010); Lin (2010); Shieh (2012) B. Specific beliefs related to the use of computers as an instructional tool: Mueller et al. (2008) 2. Teachers’ attitudes: A. Attitude toward technology: McGrail (2005) B. Readiness to integrate technology: Inan & Lowther (2010) C. Desire to change: Shieh (2012) D. Openness to change: Baylor & Ritchie (2002); Vannatta & Fordham, (2004) E. Fear of change: Bitner & Bitner (2002) 3. Teachers’ teaching styles: Wozney et al. (2006) 4. Demographic characteristics (years of teaching and age): Inan & Lowther (2010) 5.Personal use of computers: Vannatta & Fordham, (2004); Wozney et al. (2006) 6. Technology knowledge and competence: A. Computer/technology proficiency: Inan & Lowther (2010); Zhao et al. (2002) B. Knowledge of software applications: Hernández-Ramos (2005) C. Use of the enhanced functions of technology: Baek et al. (2008) D. Teacher’s comfort with computers: Mueller et al. (2008) E. Exposure to technology in teaching preparation programs: Hernández-Ramos (2005) 7. Class preparation and management: Baek et al. (2008) As Table 2.2 shows, the school factor is grouped into seven types and the teacher factor is also classified into seven categories. The school factor includes seven types: resources, teachers’ own use of computers at home and at school, accessibility of (computer) resources within the school, availability of technical support, amount of technology-related training, administrators' attitudes as well as adapting to external requests and others’ expectations. First, limited resources have been cited by second 17.

(25) language teachers (Lam, 2000), K-12 teachers (Mumtaz, 2000) or in the literature review (Zhao et al., 2002) as one of the factors affecting teachers’ integration of technology into instruction. Second, in Mueller et al.’s (2008) research, the elementary and secondary teachers identified the teacher’s own use of computers at home and at school as the factor influencing teachers’ use of technology. Third, teachers perceived accessibility of (computer) resources within the school as the factor affecting technology integration in the classroom (Inan & Lowther, 2010; Wozney, Venkatesh, & Abrami, 2006; Zhao et al., 2002). Fourth, availability of technical support is regarded as the factor which influenced teachers’ technology use in the classrooms (Bitner & Bitner, 2002; Hernández-Ramos, 2005; Inan & Lowther, 2010; Zhao et al., 2002). Fifth, the amount of technology-related training was considered the factor affecting teachers’ integration of technology into the curriculum in the prior research (Bitner & Bitner, 2002; Vannatta & Fordham, 2004; Wozney, Venkatesh, & Abrami,2006). Sixth, based on Lam (2000), second language teachers stated that administrators' attitudes would influence their decision about using technology in the classroom. Seventh, Baek, Jung, and Kim (2008) administered a questionnaire to elementary and middle school teachers, revealing that adapting to external requests and others’ expectations was the factor affecting teachers’ use of technology in class. On the other hand, the teacher factor contains seven categories: teachers’ beliefs, teachers’ attitudes, teachers’ teaching styles, demographic characteristics, personal use of computers, technology knowledge and competence as well as class preparation and management. The first factor, teachers’ beliefs, includes two types: teachers’ beliefs (Hernández-Ramos, 2005); Inan & Lowther, 2010); Lin, 2010); Shieh, 2012) and specific beliefs related to the use of computers as an instructional tool (Mueller et al., 2008). The second factor, teachers’ attitudes, involves five categories: attitude toward technology (McGrail, 2005), readiness to integrate technology (Inan & Lowther, 2010), desire to change (Shieh,2012), openness to change (Baylor & Ritchie, 2002; Vannatta & Fordham, 2004), and fear of change (Bitner & Bitner,2002). Third, Wozney et al. (2006) conducted a survey to elementary and secondary teachers, showing that teaching styles would influence teachers’ use of technology in the classroom, and teachers who adopted “more student-centered approach towards instruction” (p.193) seemed to use technology more frequently in class. Fourth, demographic characteristics (years of teaching and age) was perceived as the factor 18.

(26) affecting teachers’ integration of technology in the classroom in Inan and Lowther’s (2010) study. Fifth, in Vannatta and Fordham’s (2004) as well as Wozney et al.’s (2006) research, K-12 teachers/elementary and secondary school teachers considered personal use of computers outside of class would influence their use of technology in the classroom since learning and familiarizing with the use of technology requires time, and playing with technology outside of class would help improve their application of technology in class. The sixth factor, technology knowledge and competence, contains five types: computer/technology proficiency (Inan & Lowther, 2010; Zhao et al., 2002), knowledge of software applications (Hernández-Ramos, 2005), use of the enhanced functions of technology (Baek et al., 2008), teacher’s comfort with computers (Mueller et al., 2008) and exposure to technology in teaching preparation programs (Hernández-Ramos, 2005). Seventh, in Baek et al.’s (2008) study, class preparation and management was regarded by elementary and middle school teachers as the factor which would affect whether they decide to integrate technology into instruction in the classroom. As far as the school factor is concerned, the most essential factors cited by most of the studies include accessibility of resources within the school, availability of technical support, and amount of technology-related training. As for the teacher factor, most researchers indentify teachers’ beliefs, attitudes as well as technology knowledge and competence as the most crucial factors. 2.2 Research on Technology Integration into Instruction 2.2.1 Research on Technology Integration into Instruction in Primary and Secondary Schools in Taiwan With the emphasis on the importance of integrating technology into instruction in the educational systems of Taiwan for more than a decade, increasing studies on technology integration into teaching practices in primary and secondary schools have been conducted in different regions of Taiwan (Chen, 2005; Chen, 2006; Huang, 2006; Huang, 2011; Li, 2013; Tang, 2005; Wu, 2006; Yang, 2004). As more and more studies on technology integration into instruction have been done in terms of different learning areas such as Chinese (Chen, 2003; Huang, 2012), English (Chang, 2003; Chang, 2012; Chen, 2008; Deng, 2004; Huang, 2003; Lin, 2010; Yang, 2008), mathematics (Hong, 2011; Huang, 2008; Huang, 2010; Lee, 2006; Ou, 2008; Yang, 2006), science and technology (Chang, 2008; Chiu, 2009; Lin, 2005), social studies 19.

(27) (Lu, 2005; Tang, 2005), and so on. Related research in different learning areas would be presented in the following except English, which would be discussed in the next section. With reference to technology integration into Chinese instruction, Chen (2003) found that 30 Chinese teachers in high schools had positive attitudes toward it according to the findings of the survey and the interviews. As for the teaching practices of their IT integration, “Five-stage Framework” including “Entry stage,” “Explore stage,” “Integration stage,” “Advancement stage,” and “Invention stage” was adopted in the study. The findings revealed that nine teachers belonged to “Entry stage” for they did not use any information technology into instruction, six teachers belonged to “Explore stage,” and two belonged to “Integration stage.” However, no one belonged to “Advancement stage” and “Invention stage.” It was a pity that thirteen teachers would not be categorized to any single stage as a result of the personal attributes. Concerning students’ learning achievement and attitudes, Huang (2012) conducted a study in two sixth-grade Chinese classes, and the students from these two classes were divided into two groups. The experimental group received IT integrated instruction with the use of multimedia while the control group received regular instruction. The results showed that the experimental group achieved significant results in learning these two lessons, and the interaction either among students or between students and the teacher was enhanced, especially on their learning motivation and interests as well as their use of metacognition. Recently studies on the current implementation of integrating technology into mathematics instruction have been conducted. In Huang’s (2008) study, the questionnaire was administered to examine the present situation of 321 junior high school mathematics teachers’ use of technology into teaching practices in Tainan County. The findings revealed that most teachers’ use of technology belonged to a low or medium level; the main barrier to technology integration was lack of time while the main barrier to technology integration into mathematics instruction was difficulty in obtaining and making mathematics teaching materials. Additionally, compared with users, nonusers perceived lack of knowledge of teaching methods and information literacy as well as lack of confidence in integrating technology into instruction as the barriers hindering their technology use. Another similar research conducted by Ou (2008) investigated the current situation of 199 junior high school teachers’ technology integration into mathematics instruction from 59 schools in Taipei. The 20.

(28) results indicated that Taipei City Government provided schools with adequate hardware and software resources due to the implementation of Grade 1-9 Curriculum for Information Technology Integration; however, the current content of the curriculum still needs to be improved regarding IT integration. Teachers were under much pressure of integrating technology into practices; they especially had trouble controlling over time for making teaching materials and measuring the teaching efficiency. Although they were provided with sufficient hardware and software resources, time was still the biggest challenge for them. Besides, senior teachers who seldom used computers encountered more difficulties in integrating technology into mathematics instruction than other teachers. In addition to the present situation of the mathematics teachers’ technology integration into teaching practices, students’ learning achievement and attitudes toward it have been concerned as well. For example, a study on technology integration into instruction in division was conducted by Lee (2006) to probe into students’ learning attitudes, achievement, and retention as well as their perceptions of it. The subjects, 32 third graders from two classes in two elementary schools in Tainan, were equally divided into two groups. The experimental group received technology integrated instruction while the control group received regular instruction. Based on the results, students’ learning attitudes showed no significant difference between the two groups while their learning achievement and knowledge retention revealed significant difference. And the findings of the interview indicated that most students from the experimental group had positive attitudes toward technology integration into instruction in division. The similar results have been presented in Huang’s (2010) and Hong’s (2011) research in terms of learning achievement. Huang investigated the effects of information technology integration into teaching practices about the length concept in the first grade of an elementary school in Taichung City. The 45 subjects selected from the first graders were randomly divided into two groups. The experimental group received IT-integrated instruction while the control group received traditional instruction. According to the results of the length concept tests and the interviews, students in the experimental group showed significantly greater improvement in the learning achievement test than students in the control group. The other similar study conducted by Hong (2011) aimed to enhance students’ mathematics proficiency level and learning attitudes with IT-integrated instruction. The subjects, 84 tenth graders from a senior high school in Yunlin County, were 21.

(29) divided into two groups. The experimental group received a six-week IT integrated instruction while the control group received a six-week traditional instruction. According to the results from the pretest, the posttest, questionnaires, and interviews, low achievers improved in the learning achievement test, especially on their conceptual comprehension. Furthermore, these low achievers’ learning motivation was aroused, which inspired more active learning attitudes in most of the students. However, the results of the learning achievement did not achieve the significance in Yang’s (2006) study, which explored the influence of technology integration into mathematics teaching of fraction on the fourth graders in a public elementary school in Taipei County. The subjects from two classes were divided into two groups. The experimental group received IT-integrated instruction while the control group received. regular. instruction.. The. results. from. “The. Math. Attitude. Scale,”“Elementary Fraction Math Achievement Test,” and “Concept of Fraction Attitude Survey” showed that there was no significant difference in students’ learning achievement in fraction between the two groups while their learning attitudes toward mathematics revealed significant difference. Research on the current situation of how science and technology teachers integrate technology into instruction has been done by several researchers. For instance, Lin (2005) surveyed the present situation of science and technology teachers’ integration of information technology into teaching practices in junior high schools in Tainan City. The findings showed that junior high school science and technology teachers in Tainan City still needed to work on integrating IT into instruction, and with regard to the application to the Internet, they just surfed the Internet and searched some information through it; however, they lacked the experience of posting teaching problems, sharing instructional perspectives, or setting up a website on the Internet. Another survey was administered by Chang (2008) to examine the present situation, willingness, and needs of elementary school science and technology teachers’ IT integration into teaching practices. It was found that the elementary school science and technology teachers had a high level of information literacy, strong willingness, and needs for integrating IT into practices. Moreover, it was suggested that if the teaching difficulties could be reduced, the teachers’ information literacy, teaching strategies, and teaching willingness could be increased, and the teaching needs could be met, it would help the science and technology 22.

(30) teachers with IT integration into instruction. Concerning students’ learning achievement, Chiu (2009) conducted a study to explore the learning achievement of technology integration into science and technology instruction about the concept of refraction of Optics on elementary school students and their perceptions of it. The participants, the fourth graders from two classes in an elementary school in Shihlin District, Taipei City, were divided into two groups. The experimental group received an eight-week IT integrated instruction through the application of multimedia, animation, the electronic textbook, and the interactive electronic whiteboard while the control group received an eight-week traditional instruction. The results from “Refraction Learning Sheets,” “The Questionnaire about Information Integration into Refraction of Optics,” “Interview questionnaires” as well as the pretest and the posttest of “Refraction concept test of Optics” indicated that students in the experimental group performed better academically in refraction of Optics than those in the control group according to various learning sheets, and students in the experimental group also made more progress than those in the control group in terms of the learning achievement. Besides, most of the students were willing to receive IT integrated instruction, which they perceived would benefit their learning in a positive way. As for the social studies teachers’ technology integration into instruction, a study conducted by Tang (2005) aimed to survey how social studies teachers in elementary schools in Hualien integrate the Internet resources into instruction. The results revealed that social science teachers asked students to search for information related to the topic of the textbook or the workbook most frequently, and they also suitably provided students with related learning websites and learning sheets in order to guide them to learn through the Internet. However, school hardware and software resources such as the Resource Center of Internet Teaching Materials, the equipment for linking computers to the TV or the overhead projector, multimedia or computer classrooms would apparently influence teachers’ use of the Internet resources into teaching practices. Moreover, Lu’s (2005) action research investigated the curriculum planning and the implementation process of elementary teachers’ integration of IT into social studies instruction including the problems teachers encountered, the strategies they came up with, and the students’ learning performance. This action research was conducted by a team, the researcher and the school teachers who planned the IT-integrated curriculum together. According to the results from the interviews, team 23.

(31) meetings, students’ works, unit inspection lists, curriculum questionnaires and the team’s self-reflection, IT integration into instruction helped to enhance students’ learning interests in social studies and increase their ability to use technology. It was also suggested that teachers’ information literacy and students’ information competence should be taken into consideration when teachers integrated IT into teaching practices. Furthermore, the problems which the team encountered when applying technology to instruction included classroom management, teaching time, equipment problems, and students’ learning performance. 2.2.2 Research on Technology Integration into English Instruction in Primary and Secondary Schools in Taiwan The research on the present situation of technology integration into English instruction in primary and secondary schools in Taiwan have been conducted over the past decade (Chang, 2003; Chang, 2012; Chen, 2008; Deng, 2004; Huang, 2003; Lin, 2010; Yang, 2008). For example, Chang (2003) investigated the perceptions of 90 elementary, junior high, and senior high school English teachers in Taiwan about integrating the Internet into English instruction, the current use of the Internet, and the assistance they need for integrating the Internet into instruction. The results revealed that these teachers all had basic computer and Internet skills as well as positive attitudes toward integrating the Internet resources into their instruction. However, only few teachers tried to integrate the Internet into their teaching. It was noted that these teachers seldom integrated the Internet into instruction though they were all equipped with the basic computer and Internet skills. Thus, the researcher suggested that in-service English teachers should be provided not only with more practical trainings or workshops about incorporating the Internet into English teaching but also with the introduction of the theories and practice of integrating the Internet into English instruction. Besides, Huang (2003) surveyed 332 junior and senior high school English teachers from Taipei City and Kaohsiung City in terms of their concerns and behaviors about integrating information technology into English instruction, the variance which resulted from teachers with different backgrounds, and the relationships among them. The findings showed that these teachers’ school environment, cognition of IT integration into English teaching, innovation in teaching, and concern of IT integration into English teaching were significantly related to their 24.

(32) behavior of information technology integration into English instruction. In addition, the top two IT-integrated English activities were listening and speaking instruction, and the information technology which English teachers used most frequently was tapes, VCD/DVD/CD-ROM, and cassettes. Huang also reported that the factors hindering information technology integration into English teaching were lack of time, lack of ability to integrate IT into English instruction, and lack of training as well as information literacy. Compared with the factors affecting teachers’ technology integration into English instruction in Huang’s (2003) study, the results of Deng’s (2004) research were quite different. Deng examined the present situation of 548 English teachers’ integration of IT into instruction in 136 elementary schools in Taipei County, investigated the factors affecting teachers’ use of IT in teaching activities, and compared the differences among selected demographic variables on the factors influencing the integration of IT into English instruction. The findings indicated that with reference to IT integration to English instruction, the elementary school English teachers searched for teaching materials on the Internet most frequently, and the main factor affecting their integration of IT into instruction was lack of equipment and resources. In addition, these teachers had sufficient information literacy, and they held positive attitudes toward administrative support and the effects of IT integration into English instruction. As for junior high school English teachers’ attitudes toward IT integration into instruction, Chen (2008) conducted a study to probe into the attitudes that 138 junior high school English teachers in Yunlin County and Pingtung County had toward IT integration into instruction, the variables related to their attitudes toward IT integration into instruction, and the correlations between the attitudes and variables. The results showed that these teachers had the positive attitudes toward IT integration into instruction. There were significant correlations between teachers’ attitudes and the three independent variables including computer attributes, cultural perceptions, and computer competence, which could predict teachers’ attitudes. It was noted that teachers’ attitudes toward IT integration into teaching related to their computer attributes, cultural perceptions, and computer competence. Similarly, Yang (2008) administered a survey to explore the relationship between individual background, computer literacy, school equipment and experience of and attitudes toward IT integration into English instruction among 350 junior high school English teachers in 25.

(33) Taoyuan County. The findings revealed that these teachers did not have abundant experience of IT integration into English instruction although they held positive attitudes toward it. Among the three variables, inclusive of individual background, computer literacy, and school equipment, the first two variables were significantly correlated with their experience of as well as attitudes toward IT integration into teaching. In addition to teachers’ attitudes toward technology integration, a case study was conducted by Lin (2010) to investigate three secondary English teachers’ beliefs toward technology integration and the activity systems shaping their integration of technology into teaching practices. The results indicated that the teachers’ teaching practices concerning technology integration were influenced by their beliefs as well as the situated contextual factors. Furthermore, Chang (2012) examined how 247 English teachers in 46 junior high schools in Hsinchu integrated IT into instruction concerning their background information, attitudes toward computers and the Internet, computer competence, perceptions of IT integration into instruction, teaching resources, information literacy and so on. Based on the results of a questionnaire and an interview, junior high school English teachers in Hsinchu frequently applied information technology to teaching preparation and classroom activities. They had quite positive attitudes toward computer and the Internet; they were satisfied with their computer competence as well as hardware and software resources provided in schools. And they liked to use the computer due to its efficiency and conveniences. Moreover, they believed IT integration into instruction would not only increase the interaction between the teacher and the students but also improve their language skills. Consequently, with positive attitudes and beliefs toward technology integration, good computer competence as well as sufficient equipment and resources offered in schools, junior high school English teachers in Hsinchu frequently integrated IT into their teaching practices in the classroom. In view of the aforementioned studies conducted in the north, middle, and south of Taiwan, the research on teachers’ integration of technology into English instruction in the east is scant, so studies on the present situation of English teachers’ use of technology in eastern primary and secondary schools still need to be explored. Therefore, this study aims at examining eastern junior high school English teachers’ current use of technology in the classroom, especially the case in a junior high school in eastern part of Taiwan for further investigation. 26.

(34) 2.3 The Present Study The researcher intends to confirm the results of the present study with those of the previous literature on technology integration into teaching practices such as the types of, the benefits of, the reasons for, and the barriers to teachers’ use of technology in the classroom as well as the present situation of technology integration into English instruction in primary and secondary schools in Taiwan. With reference to these related studies as a research foundation, the research design in this study, therefore, is formed.. 27.

(35) CHAPTER THREE METHODOLOGY. This chapter provides the description of the setting, the participants’ background information, the instrument, the research procedures, and data analysis.. 3.1 The Setting The target school of the present study is a middle-sized junior high school, which is located in the suburban area in the east. The school has thirty five classes in total, inclusive of three physical education classes; in other words, there are eleven to twelve classes for each grade level in school. Approximately one third of the students are aborigines who come from single parent or grandparents-breeding families. The financial status of the students’ families is from middle to low. Information technology equipment in the target school includes an overhead projector, a screen, a notebook, and speakers provided for every class in the classroom. Teachers can surf the Internet in the classroom with a network cable connecting to the notebook computer. They can also use the computer with Internet access in their offices. In addition, the school has two computer classrooms and an E-learning classroom. Each computer classroom is equipped with around thirty five computers with access to the Internet; the E-learning classroom contains an electronic interactive whiteboard and eighteen computers with Internet access. If teachers want to use the computer classroom or the E-learning classroom, they have to make a reservation on the Internet to make sure it is available since students have fixed computer classes in the computer classroom.. 3.2 The Participants There are eleven English teachers in the researcher’s school. In this study, the participants are eight junior high school English teachers because two substitute teachers and the researcher are excluded. Their backgrounds, date of interview, and date of the follow-up interview are briefly summarized in Table 3.1.. 28.

(36) Table 3.1 Background Information of the Participants Participants. Alice. Ben. Cathy. Diana. Eric. Fiona. Gina. Helen. Sex. Female. Male. Female. Female. Male. Female. Female. Female. 13. 8. 8. 15. 8. 8. 9. 27. M.A.. M.A.. B.A.. M.A.. B.A.. B.A.. B.A.. B.A.. English. English. Years of teaching experience The highest degree Academic Education major in. English. English Diplomacy Spanish. English & English. university. Academic major in. English Education. Education. graduate school. Grade / The number of Grade. Grade. Grade. Grade. 9/. 7 & 9/. 8/. 3. 5. 2. 4. Date of. 2012/. 2012/. 2012/. interview. 09/20. 09/26. 2013/ 04/02. Grade. Grade. Grade. Grade. 9. 7 & 9/. 7 & 8/. 4. /3. 3. 5. 2012/. 2012/. 2012/. 2012/. 2012/. 09/26. 10/09. 10/16. 10/16. 10/19. 10/26. 2013/. 2013/. 2013/. 2013/. 2013/. 2013/. 2013/. 03/26. 03/18. 03/21. 03/21. 03/26. 03/28. 04/01. classes 7, 8, & 9/ 7, 8, & 9/. teaching in the school year 2012. Date of the follow-up interview Note: B.A.= Bachelor of Arts; M.A.= Master of Arts. 3.3 Instrument The current study aims to investigate the present situation of English teachers’ integration of technology in a junior high school in eastern Taiwan and the factors 29.