The literature points to a series of constraints on practitioners’ use of technology in their teaching practice: external or first-order constraint relates directly to the context, including: access, time constraints, facilities, financial problems, curriculum issues, technical support, training and development programs, and pedagogical considerations. Internal or second-order
barriers that relate directly to teachers include teachers’ perspective, attitudes, beliefs about the teaching and learning context, as well as attitudes towards computer use, motivation, and awareness of the potential benefits of using computers in language teaching and learning. Although different characterization of the barriers have been made (e.g., Ertmer 1999; Pelgrum 2001) they all tend to express all barriers faced by practitioners when using technology in their teaching practice. For example, Ertmer (1999) classifies barriers to ICT use into: first-order barriers that are on an institutional level and second-order barriers that are on a personal level. Whereas Pelgrum (2001) classifies such obstacles to material and non-material conditions, for the purpose of this research internal factors will describe all teacher-related barriers, whereas external factors will describe all context-related barriers.
2.1.3.1 External Barriers
According to the literature, external factors are more related to the surrounding environment, in which access (e.g., Becta 2004, Hammond et al, 2009), time constraints (e.g., Cuban et al. 2001; Egbert et al 2002; Khouj 2011), lack of facilities (e.g., Becta 2004, Mumtaz 2000); administrative support (Osika 2006; Watson 2001), curriculum considerations (Al Ruz & Khasawneh 2011; Al Nifessah 2007), technical support (Cuban et al. 2001), teacher development programs and financial issues (Lam 2000; Shin & Son 2007) all affect the implementation of computers and ICT in the teaching context.
Accessibility to computer resources at school and home remains one of the most significant barriers to ICT use in education. Cuban et al (2001) note the lack of access to technical facilities and the availability of computers when needed as being a constraint to technology use. Hammond et al (2009) point out that such difficulties can hinder teachers’ use of technology and access to facilities as a barrier is linked with other external barriers. For example, Lam (2000) reported that financial problems had a direct impact on the
implementation of computers in the classroom, if budgets failed to provide the educational institute with the adequate equipment. Teachers refrained from using ICT if facilities did not accommodate their needs in terms of the number of computers available. Financial problems generate other complications, such as inadequate Internet connections, availability of new versions of software, renewal of hardware, and also the needed technical and administrative support for running computer facilities. Shin & Son (2007) agree with the findings of Lam (2000). They support the latter’s argument about access problems caused by financial barriers and their effect on computer classroom implementation; they also add lack of technical support as a barrier to such implementation. Cox et al. (1999) and BECTA (2004) also note the cost of meeting continuous maintenance needs. Hennessy et al. (2010) too reported that inadequate facilities, poor Internet connection, and lack of electric power prevent ICT use in schools. In the Saudi context, Al Wehaibi et al. (2008) reported that university teachers regarded Internet connectivity as a main barrier to their ICT use in the teaching context.
As far as time is concerned, in their study on technology use by teachers in Silicon Valley schools, Cuban et al. (2001) indicated that teachers did not have enough time to fit technology use into their teaching routines. Similarly, Egbert et al. (2002) found that participants (teachers) in their study wanted more time, resources, and support to enable technology use in the classroom. Responses to the BECTA (2004) survey of barriers to ICT use also indicated time as a constraint on the use of ICT in classrooms, and some specific dimensions of time included: time to deal with technical issues, time spent preparing material, and time spent on practicing using ICT tools. In Saudi Arabia, Al Nifessah (2007) explored current use of ICT in schools and indicated that there is a considerable amount of curriculum and time constraints. In a study of EFL teachers’ use of ICT in Saudi Arabia, Khouj (2011) reported that teachers felt under pressure to ‘cover the syllabus’ and the use of ICT might have been seen as a
distraction. Similarly in Saudi Arabia, Ageel (2011) reported busy teaching schedules as being a barrier to ICT use.
As for support, Osika (2006) pointed out that the successful implementation of computers in the classroom in distance-learning courses required support across the whole institute, including faculty, students, and technology support. Lam (2000) discussed administrators’ attitudes and examined the role it played in the implementation of computers in the classroom. It was found that insufficient material was a barrier to ICT use. Brand (1998) argued that in addition to a culture of encouragement, teachers should be able to access development programs to help in establishing flexible schedules and promote a community of inquiry. Cox et al (1999) too reported a lack of institutional support, as seen in leadership, planning, and the involvement of teachers in implementing the change, as a barrier to computer adoption in the educational institute. Al-Ruz & Khasawneh (2011) also reported leadership issues and support as a significant barrier. They conclude in their study of Jordanian teachers’ adoption and technology integration that school-structure and the presence of a support figure are an influential factor and have a direct effect of ICT adoption
As for teacher-training programs, an early and still influential paper by Veen (1993) and Vanfossen (1999) note the lack of training tailored to teachers’ existing computer skills and a lack of focus on the integration of technology in the classroom. Becta (2004) also reported a lack of pedagogical training, lack of skills training, and lack of ICT development programs as barriers to ICT integration in the MFL classroom. In the Saudi context, a number of studies examine how training was a significant barrier to ICT use among EFL teachers and teachers of other subjects. In his study of ICT use to teach natural sciences in higher education, Al Shahrani (2010) investigated the requirements of establishing an e-learning environment in higher education, by looking at the students’ needs and expectations, teachers’ use and
understanding, curriculum constraints and flexibility. He received responses from 250 staff members and felt a need to establish a base knowledge for e-learning in higher education, provide courses to equip staff members, and develop pedagogy. Similarly, Al Ghamdi (2008) interviewed 108 teachers of mathematics in order to identify their knowledge and pedagogy needs to engage in e-learning environments. He concluded that teachers’ experience and their qualifications played a major role in the adoption of an e-learning environment. The findings showed that math teachers were aware of the potential benefits of using ICT but they showed less awareness as to e-learning usage and recommended more CPD courses to be offered for teachers. Similarly, the study revealed that there was no statistical significant correlation between e-learning use and other factors such as age, qualifications, and number of CPD courses attended. Again in the field of Math education, Al Sufyani (2008) looked at teachers’ and teachers supervisors’ views. Her research was concerned with private and public school teachers, and teachers’ supervisors, and showed that years of experience, and job statues collate low to better ICT use; however, age, qualification and number of CPD courses attended did correlate to high e-learning usage.
In a wider context, the literature suggests that there should be a distinction between teachers’ training and continuous professional development. As we will see later in this chapter, teachers’ training has been associated with intentional attempts to develop teachers’ professional knowledge, attitude, and beliefs; whereas professional development addresses the wider issues of developing teachers’ understanding and role in the learning process and has taken in broader notions of informal learning
2.1.3.2 Internal Barriers
Internal factors, generally, are associated with teacher-related barriers, attitudes and beliefs towards computers, confidence levels when dealing with computers, and beliefs about the
teaching-learning process. Becker (2001) pointed out that teachers’ beliefs about the process of instruction and teaching were highly influential to their use of computers in the classroom, and their computer educational use can be understood by identifying their educational beliefs. Cox et al (1999) found that teachers who avoid using computers are unwilling to change their beliefs about teaching and have a low level of personal change-management skills. Hermans et al. (2008) reported that teachers’ beliefs influence their ICT use in the classroom, and that traditional approaches to teaching have a negative influence on ICT adoption. Sadaf et al. (2013) reported that teachers’ intentions to use ICT are closely related to their beliefs regarding the teaching and learning process, and users of ICT might seek to develop students’ engagement. Inevitably, a key factor for the successful integration of computers in the classroom is the ability of the individual to exploit the computer’s usefulness (Dusick, 1998). Several studies (e.g., Atkins & Vasu, 2000; Al Shmrany & Wilkinson 2014; Bax 2003; BECAT 2004; Lam 2000) show that teacher confidence levels in using computers will affect the integration of ICT in classrooms. For example, Clark (2000) and Lam (2000) investigated computer anxiety, which they refer to as technophobia. Computer anxiety may be a direct result of low self-confidence, low expectations of the outcome, or lack of motivation, all or some of which will influence teacher computer acceptance in the classroom. In different studies, BECTA (2004), Jamieson-Proctor et al. (2006), Russell & Bradely (1997), Henderson (2014) and Pelgrum (2001) it was shown that teachers with low confidence levels avoided using computers for fear of embarrassment in front of their students and colleagues. As such, teachers with low confidence levels will avoid using computers if they sense that their use will allow the classroom to get out of control. A study by Lee & Son (2006) pointed out that acquiring confidence is, not surprisingly, experiential and reinforced by practice; if teachers use computers for teaching and learning experiences, they are more likely to be confident in using computers. In their study of Australian teachers’ use of ICT, Jamieson-
Proctor et al. (2006) reported that teachers’ low confidence levels, ICT skills, and resistance to change were all barriers to successful integration of ICT in education. In the same line of argument, Jones (2004) reported that low self-confidence as a barrier to ICT use was closely related to other barriers such as: amount of training available for teachers, access time, and technical support provided. As for teachers’ knowledge and skills, Debski (2000) asserted that even if teachers believe that the integration of computers in the classroom has a potential value, they do not always know the way to make this happen in the language classroom, and as a result they will avoid using them. Lam (2000) points out that the degree to which teachers are aware of how to utilize computers in their language classroom will affect their willingness to use it. In other words, teachers might not be techno-phobic but lack sufficient knowledge of how to utilize computers in the language teaching-learning environment. Goktas et al (2009) reported that barriers to ICT manifest through lack of ICT skills and knowledge of how to use them. As far as teachers’ motivation is concerned, it has been reported as a significant barrier to adopt ICT and promote change in a number of studies. Snoeyink & Ertmer (2001) pointed out in their study that teachers lacked motivation to change teaching methods and as a result they avoided computer use. However Cox et al. (1999) concluded that teachers who resist change are not rejecting change as a concept but lack fundamental tools necessary for that change to take place. In general terms, the literature points out that change is resisted as a result of teachers’ teaching beliefs and lack of evidence of the value of ICT use in the teaching and learning process. Newhouse (1993) found that some teachers view computers as nonessential and supplemental to their teaching, and that they do not believe that computers have a useful pedagogical objective. Similarly, Yuen & MA (2002) investigated the perception of some teachers in which computers do not enhance learning, and they associated such perceptions with learning-teachings beliefs. As concluded in their study, Baylor & Ritchie (2002) found out that teachers who are willing to change and
adopt new instructional innovations in their language classrooms, for example teachers desiring to promote their students’ high-order thinking skills were more likely to use ICT. They argue that the development in the learners’ thinking skills was a direct result of the teachers’ implementation of innovative instructional methods that fostered these skills. They also asserted that the way teachers use computers would define its success.
Where does all of this leave us? The literature shows that introducing ICT in classrooms is very difficult and issues of use are complex and involve different issues and solutions. Recommendations have been given to increase the use of ICT through teachers’ development programs, development in hardware and software and support by policy makers and institute leaders (Tondeur et al 2008; Hammond et al 2011; Pinto et al 2013; Ghamrawi 2013). However, these provide answers to the “how to” questions but underplay the fundamental issues of educational change. The literature is doubtful that ICT use enriches the learning process; but is it the answer to the problem of educational change? Is educational change bound to follow the use of ICT tools and application or is something more intentional but also more subtle needed? Can change be imposed on education or are teachers and only teachers the key to unlocking change? Beliefs and attitudes appear to be important, and they are examined in a more detail below.