Tendency for Technology Integration in Teaching among English Language Teachers with Hybrid Approach

Document Type : Original Article

Authors

1 Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran

2 Department of Educational Technology. Faculty of Psychology and Education. Kharazmi University. Tehran. Iran.

3 Department of Educational Technology. Faculty of Psychology and Education. Kharazmi University.Tehran. Iran

Abstract

Background and objectives: Considering the role of technology in facilitating teaching in last decades, factors affecting technology use in class get more important. It seems that in addition to infrastructure, others variables like teachers’ tendency to use technology play important roles in technology integration. This research aims to investigate English language teachers’ intention to integrate technology in teaching English at Safir Language Academy.

Method: In this survey 175 (women: 109, men: 66) teachers took part responding Browne’s Technology Integration confidence scale (2009) with Cronbach’s alpha of 95% and a demographic information questionnaire.

Findings: Based on the data analysis using SPSS 26, it is indicated that the teachers’ technology integration tendency is at satisfactory level.

Conclusion: It seems that the policy of the institute to encourage teachers to use technology in the class was successful. Moreover, the teachers’ age (41.1% of them in 20-29 range) might play an important role in their tendency for technology integration. The institute can benefit this satisfactory status to pave its way in advancements in hybrid approach.

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Main Subjects

References

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History

  • Receive Date: 20 December 2023
  • Revise Date: 26 January 2024
  • Accept Date: 15 March 2024
  • First Publish Date: 15 March 2024
  • Publish Date: 21 May 2024

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