Abstract
Although several studies examine students’ emotions with respect to technology in language learning (Attuquayefio and Addo 2014), less is known about teachers’ emotions (Butz et al. 2015). Language teachers generally show positive attitudes toward ICT, with a gap between their use of technology outside and inside school, because of inadequate knowledge, difficulties in maintaining class discipline, or lacking preparation time. Emotionally, most seem happy with ICT, although negative emotions like anxiety, dispiritedness, insecurity, anger, helplessness and sadness may surface. The negative emotions often result from unexpected glitches, student performance, or the technological equipment (Mei-jung 2014). This study analyses the factors associated with Italian primary school teachers’ emotions towards the use of technology in foreign language teaching, according to an adaptation of the UTAUT model of technology acceptance (Venkatesh et al. 2003). A questionnaire (based on Mei-jung 2014) and semi-structured interviews show that 32 Italian primary school English teachers have a positive attitude and feel positive emotions towards technology, although their repertoire of applications is rather limited. Implications are discussed for technology acceptance by trainee teachers and suggestions for future research in this area are also outlined.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Eight original models and theories of individual acceptance are synthesized in UTAUT: the Theory of Reasoned Action (TRA), the Technology Acceptance Model (TAM), the Motivational Model (MM), the Theory of Planned Behaviour (TPB), a Model Combining the Technology Acceptance Model and Theory of Planned Behaviour (C-TAM-TPB), the Model of PC Utilization (MPCU), Innovation Diffusion Theory (IDT), and Social Cognitive Theory (SCT).
- 2.
Happiness scored significantly higher (Kruskal Wallis p < 0.001), while the other 3 emotions did not qualify for significance.
References
Attuquayefio, S. N., & Addo, H. (2014). Using the UTAUT model to analyze students’ ICT adoption. International Journal of Education and Development Using Information and Communication Technology, 10(3), 75–86.
Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Educational Policy Analysis Archives, 8(51). Retrieved from http://epaa.asu.edu/ojs/article/view/442/565 on February 2, 2017.
Bender, T. (2003). Discussion based online teaching to enhance student learning: Theory, practice and assessment. Sterling, VA: Stylus.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. EURASIA Journal of Mathematics, Science and Technology Education, 5(3), 235–245.
Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211–237.
Burnett, C. (2009a). Personal digital literacies versus classroom literacies: Investigating pre-service teachers’ digital lives in and beyond the classroom. In V. Carrington & M. Robinson (Eds.), Digital literacies: Social learning and classroom practices (pp. 115–29). London, UK: Sage.
Burnett, C. (2009b). “That’s more like how they know me as a person”: One primary pre-service teacher’s stories of her personal and “professional” digital practices. Literacy, 43(2), 75–82.
Butz, N. T., Stupnisky, R. H., & Pekrun, R. (2015). Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach. Research in Learning Technology, 23, 260–297.
Camacho, M. M. (2006). Teacher training in ICT-based learning settings: Design and implementation of an on-line instructional model for English language teachers. Tarragona, Spain: Universitat Rovira i Virgili.
Chik, A. (2011). Digital gaming and social networking: English teachers’ perceptions, attitudes and experiences. Pedagogies: An International Journal, 6(2), 154–166.
Colaric, S., & Jonassen, D. (2001). Information equals knowledge, searching equals learning, and hyperlinking is good instruction: Myths about learning from the World Wide Web. Computers in the Schools, 17(3), 159.
Cox, M., Preston, C., & Cox, K. (1999). What factors support or prevent teachers from using ICT in their classrooms. Paper presented at the British Educational Research Association Annual Conference, Brighton, 2–5 September 1999. www.leeds.ac.uk/educol/documents/00001304.htm on February 02, 2017.
De Lera, E., Fernández, C., & Almirall, M. (2009). Emotions: The forgotten key success in online learning. Paper presented at the 13th UNESCO-APEID International Conference and World Bank-KERIS High Level Seminar on ICT in Education, Hangzhou, China.
Demirli, C. (2013). ICT usage of pre-service teachers: Cultural comparison for turkey and Bosnia and Herzegovina. Educational Sciences: Theory and Practice, 13(2), 1095–1105.
Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. ET Magazine, 42(1), 5–13.
Ellis, N. C., & Larsen-Freeman, D. (2006). Language emergence: Implications for applied linguistics—Introduction to the special issue. Applied Linguistics, 27(4), 558–589.
Garland, R. (1991). The mid-point on a rating scale: Is it desirable? Marketing Bulleting, 2, 66–70.
Graham, L. (2008). Teachers are digikids too: The digital histories and digital lives of young teachers in English primary schools. Literacy, 42(1), 10–18.
Hall, L. D., Fisher, C., Musanti, S., & Halquist, D. (2006). Professional development in teacher education: What can we learn from pt3? TecTrends, 50(3), 25–31.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811–826.
Hubackova, S., & Ruzickova, M. (2011). Experience in foreign language teaching with ICT support. Procedia Computer Science, 3, 243–247.
Jimoyiannis, A., & Komis, V. (2007). Examining teachers’ beliefs about ICT in education: Implications of a teacher preparation programme. Teacher Development, 11(2), 149–713.
Kay, R. H., & Loverock, S. (2008). Assessing emotions related to learning new software: The computer emotions scale. Computers in Human Behavior, 24(4), 1605–1623.
Korte, W. B., & Hüsing, T. (2007). Benchmarking access and use of ICT in European schools 2006: Final report from head teacher and classroom teacher surveys in 27 European countries. Germany: European Commission.
Kregor, G., Breslin, M., & Fountain, W. (2012). Experience and beliefs of technology users at an australian university: Keys to maximising e-learning potential. Australasian Journal of Educational Technology, 28(8), 1382–1404.
Lazarus, R. S. (1991). Cognition and motivation in emotion. American Psychologist, 46(4), 352–367.
Lewis, M. D. (2005). Bridging emotion theory and neurobiology through dynamic system modeling. Behavioral and Brain Science, 28(2), 169–245.
Lyons, M. J., Kluender, D., & Tetsutani, N. (2005). Supporting empathy in online learning with artificial expressions. Educational Technology & Society, 8(4), 22–30.
Maddux, C. D., & Johnson, D. L. (2006). Type II applications of information technology in education. Computers in the Schools, 23(1–2), 1–5.
Mei-jung, W. (2014). The current practice of integration of information communication technology to English teaching and the emotions involved in blended learning. The Turkish Online Journal of Educational Technology, 13(3), 188–201.
Mirzajani, H., Mahmud, R., Fauzi Mohd Ayub, A., & Wong, S. L. (2016). Teachers’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education: An International Perspective, 24(1), 26–40.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Murray, D. (2008). From marginalisation to transformation: How ICT is being used in ESL learning today. International Journal of Pedagogies and Learning, 4(5), 20–35.
Muscarà, M., & Messina, R. (2014). Percezione delle competenze e dell’utilità d’uso delle tecnologie in classe e modelli di formazione dei docenti. Giornale Italiano della Ricerca Educativa, 13(2), 181–195.
Nummenmaa, M. (2007). Emotions in a web-based learning environment (Doctoral dissertation). University of Turku, Finland, Turku, Finland. Retrieved from https://oa.doria.fi/bitstream/handle/10024/27232/B304.pdf?sequence=1 on January 11, 2017.
OFSTED. (2004). ICT in schools: The impact of government initiatives five years on. London: Office for Standards in Education.
Olson, D. J. (2014). Phonetics and technology in the classroom: A practical approach to using speech analysis software in second-language pronunciation instruction. Hispania, 97(1), 47–68.
Oluwalola, F. K. (2015). Effect of emotion on distance e-learning—The fear of technology. International Journal of Social Science and Humanity, 5(11), 966–970.
Reed, P. (2014). Staff experience and attitudes towards technology-enhanced learning initiatives in one faculty of health and life sciences. Research in Learning Technology, 22, 227–270.
Richards, C. (2005). The design of effective ICT-supported learning activities: Exemplary models, changing requirement, and new possibilities. Language Learning & Technology, 9(1), 60–79.
Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use. Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297–310.
Scherer, K. R. (2000). Emotions as episodes of subsystem synchronization driven by nonlinear appraisal processes. In M. D. Lewis & I. Granic (Eds.), Emotion, development and self-organization: Dynamic systems approaches to emotional development (pp. 70–99). Cambridge: Cambridge University Press.
Tezci, E. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483–499.
Tour, E. (2015). Digital mindsets: Teachers’ technology use in personal life and teaching. Language Learning & Technology, 19(3), 124–139.
Van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers’ practical knowledge. Journal of Research in Science Teaching and Teacher Education, 38(2), 137–158.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.
Waite, S. (2004). Tools for the job: A report of two surveys of information and communications technology training and use for literacy in primary schools in the West of England. Journal of Computer Assisted Learning, 20, 11–20.
Ware, P. (2008). Language learners and multimedia literacy in and after school. Pedagogies: An International Journal, 3(1), 37–51.
Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31(4), 307–320.
Wong, K.-T., Teo, T., & Russo, S. (2013). Interactive whiteboard acceptance: Applicability of the UTAUT model to student teachers. The Asia-Pacific Education Researcher, 22(1), 1–10.
Wosnitza, M., & Volet, S. (2005). Origin, direction and impact of emotions in social online learning. Learning and Instruction, 15(5), 449–464.
Zhao, Y., & Cziko, G. A. (2001). Teacher adoption of technology: A perceptual control theory perspective. Journal of Technology and Teacher Education, 9(1), 5–30.
Author information
Authors and Affiliations
Corresponding authors
Editor information
Editors and Affiliations
Appendix
Appendix
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Azzaro, G., Martínez Agudo, J.d. (2018). The Emotions Involved in the Integration of ICT into L2 Teaching: Emotional Challenges Faced by L2 Teachers and Implications for Teacher Education. In: Martínez Agudo, J. (eds) Emotions in Second Language Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-75438-3_11
Download citation
DOI: https://doi.org/10.1007/978-3-319-75438-3_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-75437-6
Online ISBN: 978-3-319-75438-3
eBook Packages: EducationEducation (R0)