Abstract
This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools. Previous research on technology integration predominantly focused on higher education and English as a second language. This study extends the field by exploring barriers in secondary schools and targeting Chinse instruction. It identified three layers of barriers: The tool (technology), The user (teacher and student), and The tool supporter (school). This study highlights the students as technology users and as significant factors behind the teacher’s technology consideration. Among the identified barriers, most notably were limited and blocked access to technology, a lack of time for class preparation and technology learning, a lack of technology knowledge, a lack of professional development, and students’ distracting behaviours. Suggestions were made accordingly to improve tech-integrated Chinese teaching in Australian secondary schools.
Highlights
1.1 Introduce the ProblemIn the digital era, technologies are widely adopted as instructional tools in education (Bax, 2011)
This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools
Chinese is one of the four Asian languages that the Australian Government promotes (Department of the Prime Minister and Cabinet, 2012). It is embedded in the Australian Curriculum, enabling all schoolers to learn Chinese as a foreign language (CFL)
Summary
Technologies are widely adopted as instructional tools in education (Bax, 2011). Those widely used e-tools can effectively enhance instructional outcomes, such as improving student motivation and providing new learning environments (Acree & Fox, 2015). Despite their normalisation and perceived benefits, not all teachers are keen on integrating technology to improve educational outcomes (Al Meajel & Sharadgah, 2018). Chinese is one of the four Asian languages that the Australian Government promotes (Department of the Prime Minister and Cabinet, 2012). It is essential to investigate the barriers to technology adoption in CFL teaching
Sign-in/Register to view highlights & summary 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 callDisclaimer: 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.
