An Exploratory Study of the Factors Associated With Literacy Teachers' Integration of Technology: A Study of Lebanese Schools

Abstract

The purpose of this study is to explore Lebanese teachers' perceptions of the factors determining their integration of technology into literacy classrooms. A quantitative survey examining literacy teachers' individual characteristics and their perceptions of contextual factors was conducted at Lebanese schools. The survey collected data on the levels of reported technology integration, technology availability and support, provision of formal training, and teachers' perceptions of their pedagogical, self-efficacy, and value beliefs. Qualitative data collected using interviews provided in-depth data and added a personal perspective to the quantitative results. The analysis of the data included descriptive statistics and thematic analysis, which together led to identifying several factors determining technology integration in the Lebanese literacy classroom. Results indicated relatively low levels of integration and consistent perceptions about the barriers hindering such integration. Recommendations are suggested to advance school leaders' and teacher trainers' understanding of the factors that need to be considered to better support teachers in creating technology-enhanced classrooms.

Additional information

Notes on contributors

Youmen Chaaban

Youmen Chaaban earned her PhD in Education from Macquarie University, Australia. She is currently working as an instructional coach, providing on-site professional development to in-service teachers working in Qatar. Her research interests include technology integration, English language teaching and learning, and school-based professional development. Please address correspondence to Youmen Chaaban, Qatar University, Education, Al Jamia Street, Al Tarfa, Doha, 2713, Qatar. E-mail: [email protected]

Robyn Moloney

Robyn Moloney is a Senior Lecturer in the School of Education at Macquarie University. She teaches Methodology in Languages Teaching to pre-service teachers, and supervises a number of doctoral projects. Her research interests include intercultural language learning and teacher development.