Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers

Abstract

Based on the new technology initiative in Syrian education, this study explored the attitudes of high school English as a Foreign Language (EFL) teachers in Syria toward ICT. In addition, the study investigated the relationship between computer attitudes and five independent variables: computer attributes, cultural perceptions, computer competence, computer access, and personal characteristics (including computer training background). The findings suggest that teachers have positive attitudes toward ICT in education. Teachers’ attitudes were predicted by computer attributes, cultural perceptions and computer competence. The results point to the importance of teachers’ vision of technology itself, their experiences with it, and the cultural conditions that surround its introduction into schools in shaping their attitudes toward technology and its subsequent diffusion in their educational practice.