Nigerian Teachers’ Integration of Personal Response System into ESL Classroom

Alaba Olaoluwakotansibe Agbatogun

doi:10.5296/ije.v3i2.725

Abstract

In the last two decades, there has been the global clamour for the integration of emerging technologies into school curriculum; hence researchers and educators have had increased focus on technology integration in schools in order to have a shift of paradigm from the teacher-centred to student-centred classroom instruction. This study examined the predictive power of teachers’ perceived usefulness (PU), perceived ease of use (PEU), behavioural intention (BI) to use Personal Response System (PRS) and computer experience (CE) on teachers’ acceptance and attitude towards using PRS in improving communicative competence in the classroom where English is taught as a second language (ESL). Seventeen (17) teachers constituted the sample for the study. A self-report questionnaire and a semi-structured interview-guide were used for data collection. Descriptive statistics such as simple percentage, mean and standard deviation as well as inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level. Results indicated that teachers were generally positively disposed to integrating PRS in ESL classrooms. Moreover, teachers’ disposition was not significantly dictated by gender. Except for CE, constructs like PU, PEU and BI showed significant positive correlation with attitude to PRS. The results of regression analysis indicated that the set of variables combined to predict teachers’ acceptance and attitude towards using PRS. Relatively, PU was the potent predictor of the dependent variable.

Highlights

In the last decades, researchers and educators are having increased focus on technology integration in schools in order to transform the classroom from being teacher-centred to being student-centred
Several research were carried out on Technology Acceptance Model (TAM) and the findings indicate that perceived usefulness is a major predictor of intention to use technology, while perceived ease of use was the second determinant of intention to use technology (Shih, 2004)
The means indicate that the participants were more skilled in documents and documentation, and communication and surfing than they were in general computer knowledge and data inquiry

Summary

Introduction

Researchers and educators are having increased focus on technology integration in schools in order to transform the classroom from being teacher-centred to being student-centred. In view of this, Peake, Briers and Murphy (2005) remark that there has been an increase in the clamour for the integration of technological innovations into school curriculum. Continuous advances towards integrating technology into classroom are being made so as to help learners’ better understanding of curricular contents (Croxwall & Cummings, 2000). Several innovative computer-linked technologies have been recorded to have been integrated into classrooms in developed countries. Such technologies include Internet, tablet computers, digital photography journals, MP3, interactive whiteboard, digital games, iPods etc (Friedman, 2006; Wozney, Venkatesh & Abrami, 2006)

Results

Discussion

Conclusion