Taking Concerns Into Account: Understanding The Technology Adoption Process From The Esl Teachers’ Point Of View
The dual emphasis on technology literacy and English Language profi ciency as prerequisites for Malaysia’s successful participation in the new global economy has elevated the need to reconsider the role of technological innovations in English Language Teaching. This study addresses the need to un...
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| Format: | E-Article |
| Language: | English |
| Published: |
Malaysian English Language Teaching Association
2008
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/16241/1/TAKING%20CONCERNS%20INTO%20ACCOUNT%20%28abstract%29.pdf http://ir.unimas.my/id/eprint/16241/ http://journals.melta.org.my/index.php/tet/article/view/297 |
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| Summary: | The dual emphasis on technology literacy and English Language profi ciency as prerequisites
for Malaysia’s successful participation in the new global economy has elevated the need to
reconsider the role of technological innovations in English Language Teaching. This study
addresses the need to understand the concerns expressed by teachers pertaining to technology
adoption in order to facilitate institutionalization of technology in ESL instruction. By
understanding the adoption process from the teachers’ point of view, intervention measures
relevant to the instructional context of the teachers can be better designed and developed.
Using the Concerns-Based Adoption Model (CBAM) as the theoretical framework, fi ndings
of this study show that ESL teachers express technology adoption concerns characteristic
of those of the typical non-user. The fi ndings also indicate that the number of years which
ESL teachers have in terms of technological adoption experience has no signifi cant effect
on resolving their self concern issues. Results of a one-way MANOVA further show no
signifi cant difference in terms of the level of self-concern intensity between the teachers who
had and had not attended professional development programs on ICT integration. It is thus
argued that efforts to facilitate adoption and institutionalization of technological innovations
in ESL instruction must go beyond deployment of technological infrastructure or making
ICT training a requirement for all. If left unattended and unresolved, teachers’ continuous
struggle with self-concern issues may inevitably become the cause for the discontinued use
of technological innovations in their ESL practices. |
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