EXPLORING THE ATTITUDES OF TEACHERS TOWARDS USING COMPUTER SYSTEM AND OTHER SUPPORTING TECHNOLOGY IN PRIMARY SCHOOLS IN ENGLAND

Abstract

This study seeks to develop a teacher-specific context model of using computer systems and other supporting technology for teaching English langue school classes and primary curricula in the UK. The main focus of this research is to explore the points of view of teachers regarding the use of computer technology in English classrooms in primary school. Both quantitative and qualitative research methods have been used. An online survey was conducted with teachers and 36 responses were received. In addition, semi structured interviews were conducted with teachers to explore their views on the use of computers and technology in English classrooms. The findings suggest that most teachers believe that computers/technology in classrooms are useful but organizational support is required to facilitate technological learning and teaching in schools. Various external and internal factors have shaped teacher’s behaviors towards the use of technological support in classrooms. Further, organizational and individual support are the major factors that facilitate the use of technology in the classroom. The study proposes a research framework and offers a number of practical implications. In terms of practical recommendations, the study suggests how the use of computers and multimedia technology can be increased amongst teachers and students.