Abstract
The role played by subject areas in information and communication technology (ICT) integration has been insufficiently researched. This study compares English language teachers' perceptions of ICT integration with their peers in engineering and medical science in ICT integration. It also examines the effects of teachers’ sociobiographical variables (gender, age, computer proficiency, and years of teaching experience) predict teachers’ perceptions of ICT integration. A total of 180 teachers (112 males, 68 females) responded to a Teacher Technology Questionnaire (Lowther, Inan, Strahl, & Ross, 2008). Results show that among the predictor variables, computer skills had the highest relative impact on ICT integration. Furthermore, English language teachers' perceptions of ICT are reported to be similar to those of their peers in engineering and medical science. This study does not lend support to any significant role played by subject area in ICT integration. Implications for teaching are offered.
Highlights
The use of information and communication technology (ICT) tools in schools and universities started during the 1980s (Sheingold & Hadley, 1990) and stirred the enthusiasm of teachers and educational policy makers alike
Results showed that gender and computer skills had an impact on teachers' perceptions of ICT integration while age and years of teaching experience had no impact
The important findings are as follows: First, teachers of English shared the same perceptions of ICT integration with their peers in engineering and medical science
Summary
The use of ICT tools in schools and universities started during the 1980s (Sheingold & Hadley, 1990) and stirred the enthusiasm of teachers and educational policy makers alike. Technology was considered as a revolutionary pedagogical tool for the future. It was credited for improving student achievement on standardized tests (Cuban, 1993), providing new opportunities for effective communication between teachers and students in ways that have not been possible before. The use of new technologies in the classroom plays a crucial role in preparing students for their personal and professional lives (Chamorro & Rey, 2013), and in providing ample opportunities for students to construct their own knowledge, which is conducive to learning (Cuban, 2001). It encourages students to learn actively and cooperatively and supports various learning styles. Most importantly, it provides individual development and motivation and fosters teacher-student interaction. As many universities in Saudi Arabia are seeking international accreditation ICT integration has become a pressing matter
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