Abstract
The aim of the present study is to examine the extent to which teachers’ attitudes and beliefs, access, training, and support influence the integration of computers in the classroom. Since this study deals with the variables that affect the incorporation of computers in the classroom, a cross-sectional research design was adopted to describe the relationship between those variables. A questionnaire was administered to 61 Moroccan high school teachers of English. The results of this study illustrate that teachers’ beliefs and attitudes did not seem to be an obstacle because the vast majority of teachers have positive attitudes towards computer use in the classroom; (b) access to computers and technological tools was found to be the most factor that stopped teachers from using computers in the classroom; (c) in addition, training was explored to be another factor that affects the integration of computers. A very small minority of teachers reported that they were offered training opportunities; (d) this study continued to prove that support was another obstacle to computer use. Most teachers reported the absence of technical support to fix technical problems by the school system.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of English Language Teaching and Applied Linguistics
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
