Computer Use In Esl Classrooms In Area Of Conflict: Teachers’ Selfefficacy And Barriers Towards Computer Use In The Palestinian Public Schools
| dc.contributor.author | Nasser Deeb Husni Tamimi | |
| dc.date.accessioned | 2021-02-15T08:00:19Z | |
| dc.date.available | 2021-02-15T08:00:19Z | |
| dc.date.issued | 2018-09 | |
| dc.description.abstract | This study was designed to investigate factors related to computer use for instructional purposes. The aim was to examine level of computer use in Palestinian public schools, English teachers’ computer self-efficacy with respect to computer use in teaching, the barriers such teachers face when using computers in their teaching and the relationships between teachers' computer self-efficacy and their usage of computers in teaching. The study derived its theoretical framework from Technology of acceptance model 3 (TAM 3) which is proposed by (Venkatesh & Bala, 2008). The sample of this study consisted of 186 English teachers from Palestinian public schools. In addition, to six English teachers were selected for a semi structured interview. Validity and reliability were established for the survey instrument. Descriptive analysis and inferential statistical techniques were used as well. Findings in this study revealed that level of computer use for instructional purposes is relatively low. Findings indicated that level of computer use is high in preparation areas such preparing quizzes and preparing tests while it is relatively low in other levels such as in areas for delivery of teaching, evaluation of teaching and communication purposes. Findings of the study also showed that English teachers have got positive self-efficacy towards computer use. They possess positive attitudes towards the effectiveness of computer use for instructional purposes but findings indicated that these teachers may be not prepared yet to use computers in their teaching due to many barriers. Teachers agree that using computer in teaching is significant and it is a good tool to support and adopt in their teaching. Although descriptive analysis revealed that teachers have high self-efficacy towards using computers, semi structured interview indicated that these teachers face barriers when using such tool. These main barriers are summarized in lack of time, lack of training courses, fear of changes, lack of facilities and effect of the current political situation. Statistical significant negative relationships observed between level of computer use for instructional purposes and teachers’ self-efficacy (r = -.172, P = 0.50). These statistics indicated that teachers with high self-efficacy towards the usage of computer for instructional purposes are less likely to use computers in their teaching. To increase the adoption of computer use for instructional purposes in the Palestinian public schools, English teachers need to be given more training courses on how to use computer applications. In addition, teachers need a shared vision on the effectiveness of computer use in teaching, more awareness sessions about the value of such tool in teaching well. Moreover, Ministry of Education needs to consider and to facilitate such factors which affect teachers’ computer use and give more support in terms of fund. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/11290 | |
| dc.language.iso | en | en_US |
| dc.publisher | Universiti Sains Malaysia | en_US |
| dc.subject | Teachers, Malaysia Attitudes | en_US |
| dc.subject | Education | en_US |
| dc.title | Computer Use In Esl Classrooms In Area Of Conflict: Teachers’ Selfefficacy And Barriers Towards Computer Use In The Palestinian Public Schools | en_US |
| dc.type | Thesis | en_US |
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