Research Report: Teacher Beliefs and Technology Use in Classrooms

This research report investigates the relationship between teacher beliefs and the use of technology in the classroom, focusing on the challenges faced by CALL instructors. The study explores how teachers' beliefs, including pedagogical, espoused, and core beliefs, impact their acceptance and integration of technology, such as Computer Assisted Learning (CAL). The report addresses the influence of teachers' attitudes, perceptions, and experiences on their technology usage, considering factors like constructivist approaches and the role of digital residents. It examines limitations like the small sample size and time constraints, while also reviewing literature on the impact of teacher beliefs, technological advancements, and training programs. The research aims to identify key parameters of teacher beliefs, propose strategies for integrated learning, and understand the factors influencing teachers' resistance or acceptance of technology in the classroom, ultimately providing insights into how to enhance technology integration in education.

TEACHERS BELIEFS AND USE OF TECHNOLOGY IN CLASSROOM:
PROBLEMS FACED BY CALL INSTRUCTORS

Contents
Abstract
Introduction
Background
Addressing the Issue
Research Question/Problem
Limitations of the Study
Literature Review
Significance of the Study
Rationale of the Research
Methodology
Data Analysis
Ethical Considerations
References
Appendix A

Abstract
Introduction of technical aids in the profession of teaching incorporates a drastic change in
the methodology of teaching in the instructional areas such as classrooms and laboratories.
The aim of the research proposal is to identify the key parameters of the teacher’s belief and
to find out new strategies which would impart an integrated learning for students. The
methodology of the research proposal involves a mixed method of qualitative and
quantitative methods.
Keywords: pedagogical belief, espoused belief, core belief, TPACK, visitor, resident,
constructivist approach.

Introduction
The evolution of technology in every discipline has changed the way of understanding and
visualizing the world. The technological advancements in the profession of teaching and
learning have made remarkable changes with the introduction of Computer Assisted Learning
(CAL) in the era of 1980’s (Liu, Moore, Graham and Lee, 2002, p.250). The ubiquitous
nature of technology makes the learners more comfortable and acceptable to technology,
these types of learners are referred as ‘Digital residents’ who expect the full information in
their learning (White cited in Dudeney & Hockly, 2007, p.10). Computer Assisted Learning
(CAL) is defined as the utilization of technological instrument such as computers in the
process of teaching (Egbert, 2005, p.4 cited in Arishi, 2012, p.39). Therefore, the aim of the
present research proposal is to evaluate if teacher belief is a main obstacle or any other
parameters which may be responsible for resistance of usage of computers in the classrooms
and to find out the policies to get the solution of the above-said problem.
Theoretical Framework
This research is mainly based on the implementation of technology in classrooms. The
reactions of the teachers towards this implementation are the main aim of this research. How
the technological advancement and evolution is accepted by the teachers in classrooms and
while teaching is worth studying. The teachers are the initial source of knowledge. Thus, it is
very important to understand their beliefs towards the classroom use of technologies. The
teachers are the classroom guides and all the classroom actions and decisions are taken by
them (Ertmer, 2005). Thus, their beliefs are important to understand.
The beliefs of the teachers are very complex. As a result of this, it becomes difficult in
understanding the changes and the teaching practices in the classroom. The beliefs of the
teachers restrict them to observe any new implementations. Thus, with this unobservable
nature of the teachers, it becomes more important to learn their beliefs about the use of
technology in the classrooms. According to Green (1971) every individual should have their
own beliefs. These beliefs are bound to be differing from each individual. Studying the
beliefs of these teachers is problematic because as established, they have different opinions
about the classroom practices. This difference is due to the fact that the teachers are reluctant
to observe the new implementations (Nespor, 1987). Thus, in order to study their beliefs, it is
important to interview the teachers and understand what they think and what they want to do
(Hewson et al., 1999).
Attitudes, perceptions, images, values and theories are some special forms of beliefs. Belief is
usually based on rulings and evaluations of knowledge. This knowledge is based on some
objective facts. Therefore, a statement such as “communicating in the target language is a

piece of the foreign language curriculum” is described as “knowledge;” it is a statement of
fact that does not incorporate a judgment or an evaluation (Pajares 1992).
According to Nespor (1987), the ways in which the teachers think and understand are the
most important qualities of their practice. For this reason, a lot of researches have been
conducted to understand this behaviour of the teachers. Different person can have the same
opinion about a particular matter, but the degree of their agreeableness always differs. These
beliefs among people mainly develop with the help of discussions with others. They usually
do not develop on their own in isolation. Different degrees of strength are demonstrated with
the help of these beliefs (Green, 1971). Let beliefs be depicted in the form of concentric
circles. The stronger beliefs are towards the centre and the weaker beliefs, that is, the beliefs
which need more evidences or proofs are gradually arranged towards the circumference.
Thus, the beliefs can be classified as derived or primary with reference to in which area it is
present in the circle. If it is close to the centre, then the belief is primary and if near the
circumference, then it is derived (Kagan, 1992). These positions are determined with respect
to their strengths as well as with the connection to other beliefs. The primary beliefs have the
strongest connection as they are close to the centre. Thus, it is hard to alter those (Rokeach,
1972).
There can be two other types of classification of derivatives – Conscious and Unconscious.
This can be explained with the help of an example. Let a teacher believe that it is important to
give some control to the students in the class. This may result in controlling each and every
activity of the students within the class and this activity can be included in the lesson plan.
This is a type of inconsistency in the lesson plan and this may have taken place due to
discussion with other teachers and considering their thoughts and beliefs. Thus, these
interactions, overlapping beliefs, all these are components of the teachers’ beliefs who
communicate with each other and share their ideas (Pajares, 1992).
Richardson (1996) stated in his article that there are three main sources of a teacher’s beliefs
are instructional and personal experiences and pedagogical knowledge of the content. Their
beliefs also include factors like their work, the students, their roles and responsibilities. The
actions in the classroom, the judgements taken while teaching and controlling, the decisions
and planning the work, all these are influenced by the teachers’ beliefs (Zhao & Cziko, 2001).
The beliefs of the teachers always guide them in situations where they lack the necessary
knowledge of a particular topic (Green, 1971).

Background
Technology has become the centre piece of educational reform owing to its unparalleled
capabilities which offer methods to improve students’ learning abilities, which has caused
several types of technological resources to be equipped in schools (ISTE, 2000; Sivin-
Kachala&Bialo, 2000). However, mere inclusion of technology by the authorities is not
sufficient to induce technologically aided learning, and it is necessary to provide training to
the teachers in order to enable them to utilize training in the classrooms. A close analysis of
the integration paradigm in the field of teaching reveals that the beliefs of teachers had a
significant impact on how they viewed and utilized technology in their classrooms.
Subsequently, another dimension which is of significance is the integration of these
technologies in the classroom which has been outlined hereon.
In the general and historical context, teachers’ primary response to external influences – such
as technological developments – have varied greatly with some accepting the changes, while
others strive to ignore or bypass them altogether (Ottenbreit-Leftwich, et al, 2010). Several
studies carried out by scholars, such as Andrew (2007) reveal the fact that teachers with
constructivist beliefs held a more positive approach to technology based teaching and utilized
computers and other technologies to teach syllabi content which is student centric. Hermans
and his peers (2008) built upon this sentiment by stating that apart from constructivist beliefs,
teachers with traditional beliefs are also able to inculcate technology in the classroom, albeit,
with the limitation of only being able to focus on a teacher focused curriculum. However, the
above disambiguation is not absolute as revealed by Ertmer and his peers’ (2001) study
which detailed that teachers enacted and espoused beliefs also differed with a major example
being constructivist belief holder teachers often used technology in a very traditional manner,
which was limited to computer based tests and practices. This lack of absoluteness in beliefs
and their impact on the usage of technology reveals the fact that there exists some leeway
which can allow for the alteration of teachers’ inherent beliefs and how they utilize them in
the classroom.
The above review reveals the fact that beliefs and technology both have a significant role to
play in the classroom, but, when viewed from the teacher’s point of view, the belief held by
the teacher shall always trump external developments. However, simultaneously, these
beliefs are not set in concrete and can be altered with the right tools, such as training
programs (Ertmer, et al, 2012). These measures shall allow teachers to retain their espoused
beliefs while also changing their enacted beliefs to inculcate technology in the classroom,
essentially creating a balanced trade-off.
The above review makes it evident that beliefs and technology play a significant role in
determining the outlook of the constituents of a classroom, necessitating that these two
attributes integrate well into each other in order to make the classroom a cohesive centre of
learning. While beliefs shall always be important to the teacher, it is imperative for the
authorities to push the inclusion of technology in the classroom and cultivate a training
program which provides the teachers with necessary faculties to inculcate technologies into

their classrooms through their enacted beliefs while still retaining their espoused ideals, thus,
providing a harmonious balance between the two precepts.
Addressing the issue
With the emergence of advanced technologies, the responsibility of teachers has been
increased to engage students who are keen to receive knowledge in the hi-tech
classroom (Leu, Kinzer, Coiro and Cammak, 2004, cited in Labbas and Shaban, 2013,
p.54). Hence, this point raises a new question that will try to further investigate the
problems encountered byteachers during teaching in the technically supported
classroom. Teacher belief will be the main issue for analysis with the aim of exploring
other problems and finding solutions.
Research Questions/Problem
The following are the questions which are discovered as the main reasons to carry out
this research:
How do teachers’ beliefs affect their use of technology in the classroom?
Are teachers satisfied with their conventional way of teaching?
Does the belief regarding technology change?
Limitations of the study
The study will be conducted on the teachers of ESL from Sydney as the matter of
convenience, time constraints, time frames, practicality and the available resources. It is
assumed that the data which will be collected will compensate the matter of small sample
size. The time limit which is 12 weeks is one of the major limitations of the study/.
Review of Literature
Please add few more lit review Ertmer2005..and so on
The development and use of advanced techniques in teaching, the problems of the teachers
have been increased due to increasing demands of students (Leu et al., 2004, Warlick, 2001
cited in Labbas and Shaban, 2013, p.54). According to Pan and Franklin, the main issue due
to advanced technology is lack of confidence (Pan and Franlin.,2011, cited in Andrei, 2016,
2011, p.4). Also, the technical problems while using them in classrooms, time is taken for
resolving that problems and minimal cooperation of the institutes discourage the use of skills
in teaching (Andrie, 2016, p.4). According to Ertmer (1999), the positive belief of teachers

can make them the power to take chances and therefore, it can be used as a significant tool to
overcome the obstacles in technical teaching and learning. Aguirre and Speer (2000),
revealed that teacher beliefs are key parameters to selecting, launching and finalizing the
rationale in the classroom.
According to the findings of Chen, Looi Chen (2009), there is consistency between teacher
beliefs, knowledge and the power of affordance of the technology. Richardson (1996 cited in
Lin 2013, p.57), revealed that the beliefs of teachers are developed due to their life
experience, their educational experience, methods of teaching they were exposed to and their
workplace experience. According to Dudney and Hockly, teachers should participate in
training programmes and development programmes to change and amend their beliefs about
the use of new technology (2007 cited in Olejarczuk, 2014)
Teacher’s hesitation ofusing technology may be due to their lack of expertise in that
discipline. Due to the changing environment in teaching and learning due to the usage of hi-
tech devices and software, it is important for teachers to feel confident and gain more
knowledge so that they can help in merging new this new method in education in a
purposeful way(Motteraam 2011, cited in Dashtestani, 2012, p.5).
Therefore, all the above-mentioned literature revealed that teacher belief is key to avoidance
of technology in the classroom. Professional development program, institutional backup, and
acknowledgment of the benefits of integrated learning by teachers were recommended as
solutions. Although these findingshave worked as a foundation for the generation of the new
investigation, they lack recommendations from teacher themselves which would prepare
them for this innovative teaching system. Thus, this will be the guidance throughout the
investigation to refer to teachers, personal opinions on why they avoid technology in
teaching.
Significance of the study
The significance of the outcome of the present research proposal would be beneficial for
various strata of the population such as:
The sample which would be included in this study i.e ESL, EFL and student-teachers may
become aware of the important role of their beliefs in resisting the use of technology in the
classroom.
The head of the institutes may think of the main obstacles in technology teaching and
learning.
The software engineers may develop more friendly software of learning.
Teacher trainers may become aware of the effectiveness of professional development
programs.
Most importantly, the students of the present era may get more benefits as per their
expectations by the aid of technology.

Rationale of the Research
The approach of teaching and learning has been changed due to technology, it is crucial to
analyze the problems encountered by teachers. The main goal of this research proposal is to
contribute the technology teaching and learning to the field of TESOL by evaluating
problems and challenges that lie in 21st-century teaching.
Methodology
To understand the impact of technology in teachers and the students’ lives, this analysis has
been done. This analysis has been divided into two parts – Data analysis and interview
analysis.
For the data analysis part, analysis has been done on the basis of the data collected from a
sample of a selected population. The participants of this sample include teachers of different
institutions, a few students’ teachers studying TESOL. They were asked several questions
with the help of a questionnaire. The questionnaire contained all the questions, answers to
which are necessary to conduct this analysis. Their responses were recorded and analysis has
been done on the basis of those responses. Appropriate statistical techniques were used to run
the analysis. The analysis was done using the statistical software SPSS.
The second part of this analysis includes the interview analysis. A sample of 6 teachers was
interviewed and their responses to some specific questions were recorded. The findings of the
interview were mainly focussed on the following points.
 Students motivation and use of computers
 Unreliable nature of technology and reason to avoid tech
 Tech as a tool only
 Pedagogy…diversion from true essence of language learning
 Organizational support vs. their expectations from teachers
 Overall link with their core belief and espoused belief
Research Design….please include few references
Participantsesl teachers, few students teachers studying tesol
Data Collection
Data Analysisspss used for survey data anlysis
Survey1

Interview2
Findings from each data set…..
Survey findings
Interview findings….. use each questions and themes emerged from each questions…
A) Students motivation and use of computers
B) Unreliable nature of technology and reason to avoid tech
C) Tech as a tool only
D) Pedagogy…diversion from true essence of language learning
E) Organizational support vs their expectations from teachers
F) Overall link with their core belief and espoused belief
See kim,2008, 241-259 “beyond motivation: esl/eflteachers perceptions of the role of
computers” calico journal
Individual factors such as age, gender, teaching experience and teaching levels usually play
important roles in teachers’ beliefs, confidence, commitments, and motivations for teaching.
Erdogan and Sahin,2010; Jang and Tsai, 2013 cited in ….they say male teachers are more competent
than female teachers page no.135) cited Hsu, Tsai, Chang and Liang…2017
Use Koh et al, 2014, Chai et al 2011…..
Chen,2008:
Mixed-method Design
The methodology adopted in this research proposal is mixed methodology. The research is
aimed at examining teachers, beliefs which is defined as a ‘messy and ill-structured construct
(Pajares, 1992),’ not so easy to investigate and only single approach may not provide the
clear picture of how teachers’ will be inclined to use technology. Thus, the combination of
two methods is chosen to avoid the errors that may arise by employing only one technique.
Also, Palak has reinforced that ‘future research on use of technology should employ a mixed-
method design if the study involves teachers’ beliefs (Palak, 2009, p.437).’
The research will follow an explanatory sequential design which includes two phase of data
collection (Flick, 2014 cited in Paltridge and Phakiti, 2015, p.14). First, the number data will
be collected and then the narrative data. The numeric data will provide a general picture
whereas the narrative data will explain the general picture. Qualitative research is a
systematic subjective approach which is used to explain the experiences of life. The
qualitative research is adopted because the research questions will be explained on the basis
of qualitative aspects initially. The study will proceed with surveys and interviews with the
teachers. Further, the grounded theory of qualitative research would be followed in this
proposal because the grounded theory provides interpretations. Secondly, the quantitative
research method will also be adopted in this research. The quantitative research design is

useful in describing the relationships and examine the cause and effect relationship between
two variables. Further, to maximize the quality of data and to avoid subjective centralization
of the findings qualitative and quantitative research methods will be merged together.

4.1 Data Reduction
The undertaken survey was intended to collect data on the personal information of the
study participants, their beliefs about technology,satisfaction with their convectional way of
teaching and usage of the technology. As a result, the main variables investigated in the study
were beliefs about the use of technology in teaching, satisfaction with the convectional ways
of teaching and the actual usage of technology in teaching. Several questions were included
in the survey questionnaire for measuring each of the main variables of interest. The data
collected for each of the each of the questionnaire items measuring a particular variable could
be combined to provide a score for the variable, in a process that is called data reduction.
To reduce the collected data, the data collected for the questionnaire items measuring
a particular variable of interest were added together to provide a score for that particular
variable. The questionnaire items that were negatively worded were reverse coded before the
score for the variables measured by the items were calculated. Specific questionnaire items
that were reverse-coded and the proportion of the responses provided by the respondents for
each of the questionnaire items were as outlined by the table below.