Chaiban T, Oweini A
Department of Education and Social Sciences, Lebanese American University, Lebanon.
Heliyon. 2024 Sep 21;10(18):e38266. doi: 10.1016/j.heliyon.2024.e38266. eCollection 2024 Sep 30.
In this technological era, the implementation of Information and Communication Technology (ICT) into the learning environment is impacted by many factors, chief among them are those related to the teachers whose experience and attitude play a key role in the proper integration of technology. This study purports to investigate the effect of teachers' experience on their attitude towards ICT integration and their level of usage in the classroom. It used a quantitative descriptive method by adopting two surveys (Hernández-Ramos et al., 2014 and Sánchez et al., 2012) as the main instrument for data collection. The survey was administered in four English language private urban schools in Lebanon. This study shows that the teachers hold an overall positive attitude towards ICT integration in the classroom. However, no significant relationship between their attitude and years of experience is identified. While teachers demonstrate a moderate to low ICT usage, a significant negative correlation between their use of ICT in the classroom and their years of experience is evident. These findings are not consistent with the prevalent literature that tends to associate positive attitudes towards technology with higher usage of ICT in different educational settings around the world. Limitations of the study and recommendations for sustainable implementation of ICT in the classroom are provided.
在这个技术时代，将信息通信技术（ICT）应用于学习环境受到多种因素的影响，其中最主要的是与教师相关的因素，教师的经验和态度在技术的正确整合中起着关键作用。本研究旨在调查教师经验对其对ICT整合的态度及其在课堂上的使用水平的影响。它采用定量描述方法，采用两项调查（埃尔南德斯 - 拉莫斯等人，2014年；桑切斯等人，2012年）作为主要的数据收集工具。该调查在黎巴嫩的四所私立城市英语学校进行。本研究表明，教师对课堂上的ICT整合总体持积极态度。然而，未发现他们的态度与教学年限之间存在显著关系。虽然教师的ICT使用程度为中等至较低，但他们在课堂上使用ICT的情况与教学年限之间存在显著的负相关。这些发现与普遍的文献不一致，这些文献倾向于将对技术的积极态度与全球不同教育环境中更高的ICT使用联系起来。本文还提供了该研究的局限性以及在课堂上可持续实施ICT的建议。
