Integrating Information Communication Technology (ICT) as a Pedagogical and Innovative Tool in EFL Classes: A Case Study

MOSTARI Hind Amel
Djillali Liabés University of Sidi Bel Abbés

  1. Résumé

Le concept de créativité dans cette étude est la capacité d’utiliser les TICE pour changer et améliorer la qualité de l’enseignement de l’Anglais. Selon les méthodes de recherche : le questionnaire, l’interview et l’observation des classes, la majorité des enseignants de la langue anglaise au cycle du secondaire croit aux effets positifs des TICE sur l’amélioration de la qualité de l’enseignement. L’expérience professionnelle de l’enseignant et sa maitrise des TICE sont deux facteurs positifs qui facilitent l’intégration de la technologie dans les classes afin d’innover, mais la cadence de l’utilisation est lente et irrégulière chez les participants. Parmi les obstacles de l’utilisation des TICE : l’absence d’une stratégie de l’intégration des TICE dans l’enseignement en Algérie et le manque de matériel et d’entrainement à utiliser les outils technologiques chez la majorité des enseignants.

Mots clés : Anglais, TICE , enseignants , élèves , technologie, innovation, intégration

2. Introduction

The Information and Communication Technologies (ICT) have been used in teaching for more than thirty years now. Still its integration in education did not reach the expectations hoped for by teachers, educators, practitioners and ministry of education throughout the world

Using ICT in teaching English as a foreign Language in higher education has always been a real challenge to the Algerian teachers for a number of reasons, among them: the lack of language laboratories and equipment, teachers’ motivation and attitudes toward technology and teachers’ training skills. The main factor concerns whether ICT are worth trying, as teachers might argue. It has to do with the teachers’ belief in the technologies benefits, in other words, do ICT really help achieve pedagogical purposes?

This research will explore ways in which technology can be integrated to enhance English language teaching in the secondary schools, in Sidi Bel Abbés city .

The following questions are to be raised in the process of this communication:

– Do EFL teachers use ICT in their classes? If yes, to what extent ?

-What challenges do Algerian university teachers of English face when using ICT in their classrooms?

-Does the integration of technology in EFL classes lead to efficiency and innovation?

To put it bluntly, this research aims at finding out the difficulties the university teachers encounter when using technologies in EFL classes and whether their integration will innovate teaching. Besides, what it takes to plan, adapt and present an ICT-based lecture appropriate to the curriculum. Having either a positive or a negative attitude toward trying anything new in their profession, the present communication will determine the university teachers’ attitudes and motivation toward the use of technology in their classes.

3. Integrating ICT in Learning and Teaching

Teachers are not to integrate the new technologies into their classrooms without questioning their use, benefits and efficiency. In fact, teachers are pressed into integrating technologies into the teaching and learning process by policy-makers. But to do so, teachers should be cautious when introducing technologies in education since effective teaching presents a priority in itself and technology is a tool for supporting and enhancing teaching not for replacing pedagogy (Loveless and Ellis, 2003).

Incorporating technological tools in English language teaching (ELT) requires a number of conditions to be met. As a matter of fact, the role of the decision-makers is vital to keep the teacher getting technological support. In school, a senior manager, the principal and the technical support responsible must give a priority to implement ICT in the teaching process while following the school policy of technology integration.

There are two types: schools that are using ICT as a tool to enhance teaching and learning practices and those using it to introduce new practices and try to transform their types of instruction. However this latter requires change and change does not happen alone. It needs completion of what is happening but something all new .

In order to use ICT in the learning process, we need to specify what type of learning can promote efficient use of technology. Teachers and pupils acquire experience through action. There is a joining relation between ICT and action learning. Pupils have an easier access to an already existing knowledge. They can learn from the rich experiences of others. The learner goes through scaffolding activity and mediating experiences to make meaningful questioning. Reflective teaching is mainly based on reflective learning. Teachers should be aware of the power of observation in doing when giving action research projects; conferences, workshops and discussions.

In reflecting upon their own teaching practices, teachers recognized the big importance of collaboration in integrating ICT in teaching. Robertson (2007) reported that working collaboratively aided people to ameliorate the Robertson, Fluck and Webb (2007) have made some reflections on school observations, action research projects, conferences and workshops; and they came out with some notions about action learning.

4. Data Collection Design

This study is based on three different types of tools: a teachers’ questionnaire, a pupils’ questionnaire, a teachers’ interview and classroom observation. These tools collect both quantitative and qualitative data for the research needs. Both qualitative and quantitative data are collected, analyzed separately. Data results are compared, constructed and interpreted to check whether they converge or not. So, data from all of the instruments, in this study, are collected and analyzed separately. “All relevant data from various date streams (intereviews, observations, questionnaires) are collected to provide a collective answer to a question.” (Cohen et al, 2007:468).The tools, in fact, are surveying one research objective which is ICT integration in EFL classes. We worked with 100 pupils from three secondary institutions in Sidi Bel Abbés city including AZZA , ELHAOUES and ENADJAH secondary schools which are among the oldest schools that were operational starting from the colonial period .

5. The Interpretation of Results

Table 1

When requested in Question two (2) to express their beliefs about ICT use during lessons, 62,68 % of the informants are motivated to find different ways to use the computer in classroom teaching and 53.73 % of them considered ICT as enhancing the learners’ autonomy. However, less than 40% of them thought of computer use as a priority. Thus, by using ICT and interactive activities, teachers tended to consider their pupils interests, background experiences and preferences to solve learning problems. The table reveals that 52,23 % of the informants had a desire to improve their technology skills and knowledge as part of their teacher self-development. In responding to a question on whether ICT incite pupils to concentrate more on learning by trying harder, 32, 83% strongly approve of this idea, 31,46 % simply agreed whereas less than 7 % disagreed on that Being able to -99- ICT Beliefs and Attitudes SA.

 

Table 2

he mental capacity of information storing and retrieval differed from one learner to another that is why not all respondents approved of limiting the faculty of recalling to the simple use of technologies. Three (3) participants strongly opposed this view and argued that technology could enhance memorizing just as (Ulewicz &Beatty, 2001) thought that video

could ameliorate and enhance teaching, Videotaped lessons gave the proof of stimulating conversations and illustrating language points through actions. 71,63 % of the respondents agreed that ICT use in the classroom could develop in pupils’ critical thinking. Higher order thinking skills could give pupils an acquired competence in learning how to learn. According to Pritchard (2007), Knowledge construction is more important than knowledge reproduction. Pupils should acquire new knowledge and understanding instead of knowing something as an end product. Higher order thinking skills actively engaged them in the learning process. 20, 89 % of the participants strongly approved of ICT as a trigger of metacognitive abilities and 50,75% of them agreed on that.

Technological Training & Support Integrating ICT requires more than positive attitudes; it needs the craft and a know-how to plan lessons based on technology incorporation for in ELT classrooms. “Research indicates that training in ICT skills is crucial in implementing ICT integration in the teaching and learning of English and the extent to which teachers are given time and access to pertinent training to use computers to support learning plays a major role in determining whether or not technology has a major impact on achievement.” (Samuel and Zitun, 2006: 10) . Training has much influence in the adoption of ICT by teachers in classrooms. There are two types of training: technical training and pedagogical training. Both can empower teachers’ to implement ICT in Classes.

Teachers’ Pedagogical Training Pedagogical training is crucial to implementing ICT in EFL teaching. It should follow teachers’ technical training. Thus, as reported by Hennessy, Russel et al (2007) trained teachers had changed their pedagogy and role in the classroom and identified the objectives of technology integration. Table 3.5 of question 3.2 reports the participants’ pedagogical training which they undertook as part of their professional development. When answering a question on whether the participants have had any introductory courses on general applications like basics of word processing, spread sheets or Power Point presentations, 59,70% of the participants replied negatively. 10,44 % of the teacher participants had a period of ICT training for a period of between fifteen (15) days and one month, 5,97% of them benefited from a period of three (3) months and 5,97% from a period of six months.

Another 5,97% of them claimed they had been trained but did not specify the period of training. The reply on the second question in this section is related to whether informants had received any specific training on laptops or computer use, smart white board, head projector. 7,46 % said they did; 14,92 % replied positively but they did not specify the training period of time. However five (5) participants indicated that they are trained to use technology in English teaching for a period between one to six months. The next question is related to the use of e-mails, blogs and internet forums for pedagogical purposes. 68, 65% of the participants had no training at all whereas a minority not reaching 10% had. Three (3) of those specified one (1) month training period, two others specified 3 to 6 months and one participant three months.

Only four (4) participants said they had received training in their secondary schools but no period was specified which implied that it did not last for a long time or it was not organized properly. More than 8o% of the participants complained of having no ICT pedagogical training in schools. ICT Competence in Lesson Planning In order to find out how competent English language teachers were in implementing ICT in EFL classrooms, the research participants were provided with table 3.7 below of question 4.1 of the questionnaire and were invited to describe how they performed through the use of technology. The aim of this key question was to find out the participants’ ICT competence in ELT. The table given to participants contains ticking answers ranging from “yes, a lot” to “none” and it reports results below.41, 79 % of informants could produce texts and were able to execute Microsoft Word processing programmes.

17,91% of them could somehow produce texts for reading comprehension or listening comprehension, cloze passages or any type of Microsoft word processing programmes on the computer. 14,92% had little knowledge about word processing and 25,37%, did not know how to use Microsoft word processor and had no competence. However, 17,91% of the participants had the ability to connect to the internet and knew how to send email, messages or exchange educational files with other colleagues while 17,91% could “somehow” do this. 13, 43% had little competence but 38,80% could not email documents. This in contrast with what Erben et al, (2009) stated that email exchange occurred between the teacher and the pupils and between pupils outside the classroom including keypal. The research also shows that respondents did not, on the whole, participate in educational discussions or forums in blogs on the net. Apparently, only a few of them had social networks accounts in Twitter or Facebook and although 59,70% of them admitted not having access to web browsers like google search, Wikipedia and educational web sites like britishcouncil.org, a minority of as 8,95% always took part in educational discussion or blogs, and 5,97% said they could “somehow” do that.

Table 3

ICT Integration: how often do secondary school and language teachers integrate technology in the teaching practice? This question dealt with the frequency of ICT integration in the classroom since it was crucial to the teaching process as asserted by these researchers. “Embedding the use of ICTs into the curriculum must be a key priority and part of national strategy for learning in an online world by all developing countries.” (Tella and Adu, 2009:55) Technology integration was the principal concern of this study and all related items were either supporting or slowing down its implementation.

The interview and classroom observation results showed that all respondents integrated ICT as a teaching support according to the national curriculum requirements which adopted in secondary school; it is called the “Document d’Accompagnement d’Education Nationale du Secondaire of 2011”118 and it was also detailed in the teacher’s guide. According to BECTA report of 2003, ICT mainly emphasized on specific curriculum features where teachers were instructed how to embed technology in their classroom teaching and where it could increase learning through the use of word processing, presentation software and interactive video.

As a matter of fact, in this study the total integration of ICT was described according to each research tool as follow: 41 participants integrated technology in their English language class. They represented 61,19% of the global population of the questionnaire. Concerning the interview, the percentage of integration is 87, 5% i.e. fourteen (14) participants out of sixteen (16). As far as the class observation results, ICT was integrated in ten (10) lessons out of thirteen (13) with a percentage of 76, 92%. Thus, the rate of technology integration was significant and well above average.

6. 6. ICT Integration Difficulties and Challenges

There are various factors discouraging teachers from adopting ICT in their teaching practice. Some are school related and others are linked to the teachers themselves.

6.1 School Related Challenges

Concerned administrators sometimes inquire if the modern technologies really work inside the classroom. In fact, many researchers tackled that context, especially when computers were all anew in the teaching practice. The early types of research was not conducted properly since most of them considered the computer not as an instrument but as a method of teaching in itself. Therefore, pursuing assumptions on the effects of the computer or the internet may not be worth trying (Warschauer & Meskill, 2000).

6.2 Lack of Access to Resources

The lack or limited access to technological equipment within schools constitutes a major obstacle towards the use of modern technologies. Multiple studies show various sides of the problem. In a BECTA survey, teachers did not have access to ICT resources as some of therespondents referred to the lack of physical availability while others referred to the poor quality of ICT equipment. So, the lack of good computers and software will surely limit what teachers can do in the classroom.

6.3 Technical Problems

The reparation or fixing of damaged or broken equipment ensures the durability of material and its efficiency in use. But there is a constant fear on the part of the teacher that equipment may break down in the middle of a lesson. His/her lack of training can result in a computer damage which can cause a lack of confidence in the equipment .

6.4 Investment of Money

To incorporate technology tools in educational institutions requires large amounts of money.Warschauer and Meskill (2000) assert that the result of technologies implementation in education pays off through a long period of time. Meanwhile, there is the cost, reparation, installation of the technological equipment (either in classrooms or in labs) and the software. In addition to that, there are expenses related to teachers and staff training on a regular basis. These spendings constitute barriers that do not facilitate technology incorporation.

6.5 Teachers’ Attitudes toward ICT Integration

Attitudes are among the most influencing factors, beside technology equipment and training, in the adoption or rejection of modern technologies in schools. Due to the influence of technology in teaching English language, teachers are required to update their pedagogical

tools to support the classroom practice. However, not all language teachers are tempted by

introducing ICT in their classroom. That is why many researchers have been searching to explain teachers’ attitudes.

They found out that several factors can influence teachers’ attitudes like age, gender, teaching experience or experience using technology, confidence and competence. These factors can either enhance or hinder the adoption of technology. A group of researchers found out that successful implementation of technology in education and school programmes rely strongly on the teachers’ positive attitudes. Those who consider ICT negatively are less likely to integrate it in their teaching procedures as a result they do not meet their students’ needs .In the same context, there is evidence that attitudes towards technology influence its acceptance and integration in teaching (Huang & Liaw, 2005). Negative attitudes, however, would lead to technology rejection.

A survey conducted in Europe, revealed that fifth (5th) of Europe teachers believed that ICT use in teaching wasn’t advantageous to their students (Korte & Husing, 2007).Teachers generally have positive attitudes towards ICT. During Welsh project measuring the use of ICT in education, secondary school teachers responded to an attitude questionnaire and the results of analysis showed a significant difference between teachers on the basis of their sex: men’s attitudes were more positive than women’s (Kennewell et al.2001).

7. Conclusion

Integrating ICT in English language classrooms is a necessary practice in nowadays schools in Algeria, as in elsewhere. Algerian educators, teachers and pupils need to take into consideration the advantages and achievements accomplished in various fields, including education where technology is appropriately incorporated. English language teachers have to pay attention to the development in the world surrounding them and to their pupils to find that there was no reason to feel reluctant or technophobic. This article investigated teachers’ perceptions to find out whether they had positive attitudes and willingness to adopt technology in their EFL classes. ICT use and experience, the frequency of integration and the eventual challenges or discouraging factors were targeted by the semi-structured questionnaire administered to survey the ELT teachers of English language in Sidi Bel Abbés city.

An important number of EFL teachers integrated ICT in their classes as a personal initiative whereas 30% stated that ICT was integrated in ELT because of curriculum requirements. Most of them complained that their schools posted no official schedule for ICT access. Not all Teachers could produce texts by using Microsoft Word processing programme and only a few had the ability to connect to the internet and know how to send emails, messages or exchange educational files. A minority also connected daily to the World Wide Web (WWW) to collect information so as to use it in lessons preparation. Microsoft PowerPoint was the least mastered among teachers.

Thus, more than half of teachers’ technology integration remained at its initial stage, except for some participants who usually encouraged pupils to do some collaborative work when preparing projects through internet. But most of these teachers “rarely” connected to look for professional improvement as they lack computer basic manipulation skills. Despite the teachers’ lack of competence, theoretically, they knew about procedures how to incorporate ICT in an ELT class. They had considerable theoretical knowledge; for instance, they came out with valuable ideas like selecting appropriate material, testing it, modifying and adapting before presenting it to the learners.

The findings of the qualitative data derived from classroom observation and the interview backed up the questionnaire results. Besides that, they indicated teachers’ readiness to diffuse an appealing teaching content through pictures and videos simulating real life situations. After comparing the research instruments results and getting insights of technology integration in the sampled secondary schools, EFL teachers were suggested to seek continuous technological training and support to manage ICT integration bearing in mind that technology is in an ever-changing progress.

Teachers were recommended to improve their technology skills through training courses, searching the web, collaboration and interaction in order to overcome the challenges encountered especially the lack of competence and their negative attitudes. Nobody can deny the importance of ICT in the EFL classes, henceforth, teachers, pupils , the Algerian institutions and the policymakers as well should elaborate an updated program on how to use efficiently and effectively ICT in the EFL classroom .

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