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ERIC Number: ED554189
Record Type: Non-Journal
Publication Date: 2013
Pages: 257
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-6840-6
Factors Impacting University-Level Language Teachers' Technology Use and Integration
Karabulut ilgu, Aliye
ProQuest LLC, Ph.D. Dissertation, Iowa State University
Despite the documented affordances of technology to enhance language teaching and learning, technology use does not seem to be normalized just yet. This dissertation investigates the factors that impact university-level language teachers' technology use and integration. Adopting the ecological perspective as a guiding framework, this study particularly examines teacher-level factors, ecosystem-level factors, and teacher-ecosystem interaction and how this interaction impacts overall technology use in language teaching. A single case-study methodology with three embedded units of analysis was employed to answer the research questions. Data sources included semi-structured interviews, classroom observations, field observations, and course management system records. Eight language teachers, three administrators, and three technical and pedagogical support personnel personnel participated in the study. The results indicated that teacher-level factors included teachers' "beliefs about the role of technology," "daily technology use," "technical skills," "training in technology," and "professional/research interests." The ecosystem-level factors consisted of access to "technology," "funding opportunities," "administrative support," and "professional development." Finally, the factors that impacted university-level language teachers' technology use and integration grown out of teachers' interaction with the ecosystem entailed "student characteristics," "peer interaction," "technical and pedagogical support personnel," and "inter-departmental collaboration." The results of this study showed that the ecological perspective could provide a holistic lens to examine language teachers' decisions and practices of technology use and integration. This dissertation has practical implications for language programs and language teacher preparation programs, as well as theoretical implications for the use of ecological perspective in understanding language teachers' technology use or non-use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A