Teachers' attitudes toward information and communication technologies: the case of Syrian EFL teachers

By Abdulkafi Albirini. Comput. Educ., 2006

947 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Information Systems

View Paper: https://www.semanticscholar.org/paper/b79c04170ab3137dd27445364b8ab9209d44363c

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Citations in the corpus

Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools (2015, background): “Despite all the efforts, most of the countries are facing similar problem whereby the teachers are not maximizing the usage of the technology provided (Albirini, 2006).”
The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology (2009, result): “, Albirini, 2006; Mahdizadeh et al., 2008). It is therefore plausible to believe that teachers’ lack of willingness to utilize e-learning possibilities beyond the initial adoption stage may lead to underutilization by students, and hence, in the next instance this may leads to reduced learning outco”
ICT integration in the classroom: Challenging the potential of a school policy (2008, background): “In this respect, many studies have focused on measuring the impact of variables at class level (micro level), such as computer attitudes (Albirini, 2006; Demetriadis et al., 2003; van Braak, Tondeur, & Valcke, 2004), computer experience (Becker, 2001; William, Coles, Wilson, Richardson, & Tuson, 200”
Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature (2009, background): “Recent research on Syrian schools indicated that insufficient computer resources were one of the greatest impediments to technology integration in the classroom (Albirini, 2006).”
Factors that influence teachers’ adoption and integration of ICT in teaching/learning process (2018, background): “Albirini (2006) found that the computer attributes were significantly correlated to teachers’ attitudes towards computer.”
Newly qualified teachers’ professional digital competence: implications for teacher education (2018, background): “In the research literature on PDC, some claim that researchers and policymakers have not sufficiently explored the role of teacher education programmes in affecting the knowledge levels of student teachers with respect to PDC (Tezci 2011; Albirini 2006).”
The Role of Teachers’ Classroom Discipline in Their Teaching Effectiveness and Students’ Language Learning Motivation and Achievement: A Path Method (2015, background): “Some studies have shown that this motivation is related to EFL learners’ positive attitudes to English language and the usefulness of learning English as the language of science and technology (Albirini, 2006).”
Preparing teachers for the application of AI-powered technologies in foreign language education (2019, background): “Many researchers have argued that teachers (their attitudes, beliefs, and preferences) play a crucial role in the success of CALL methodology (e.g., Albirini, 2006; Atkins & Vasu, 2000; Beatty, 2003; Egbert, Paulus, & Nakamichi, 2002; Goertler & Winke, 2008; Cummings Hlas, Conroy, & Hildebrandt,…”
Factors Affecting Teachers' Use of Information and Communication Technology. (2009, background): “On the other hand, Albirini (2006) found that age was not a significant factor in relation to teachers’ attitudes towards ICT.”
Determining factors of the use of e-learning environments by university teachers (2008, background): “An analysis of cross-cultural studies carried out in the 1990s revealed that sometimes changes in attitudes are more important than changes in skills for teachers' advance in technology integration (Albirini, 2006).”
The impact of primary school teachers' educational beliefs on the classroom use of computers (2008, background): “Recent research about differences in ICT adoption by teachers is often limited to technology-related variables , such as 'computer experience' (Becker, 2001; Williams, Coles, Wilson, Richardson, & Tuson, 2000) and 'attitudes towards computers' (Albirini, 2006; van Braak, 2001).”
A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics (2008, background): “…to face the critical characteristics associated with ICT (information and communication technology) integration, such as computer attitudes (van Braak et al. 2004; Albirini 2006), computer experience (van Braak 2001; Bovée et al. 2007) and computer training (Tan et al. 2003; Galanouli et al. 2004).”