Relations between English Teacher’s Beliefs and the Use of ICT in Class

Relations between English Teacher’s Beliefsand the Use of ICT in Class

- A Case Study in a Public High School in Japan -

Ayuka NAKAGAWAGraduate School of Informatics

Kansai University, JAPAN

Clarify whether/how teacher’s beliefs affect

their use ofICT in class.

CASE STUDYof English class in a public high school in Japan

Teachers’ beliefs on teaching

How teachers use ICT in class

Intr. Purpose FindingsMethod Concln.

Intr.Purpose FindingsMethod Concln.

Introduction

ICT

EDUCATIONAL FIELD

Install ICT in each school

Promote using ICT in class

JAPET (2012)

40%77%


Introduction

ICT

EDUCATIONAL FIELD

Install ICT in each school

Promote using ICT in class

JAPET (2012)

40%77%


IntroductionHow ICT is used in class

1

2

3

Teachers show websites and visual materials.

Teachers use textbook attached materials.

Teachers explain using presentation software.


IntroductionHow ICT is used in class

1

2

3

Teachers show websites and visual materials.

Teachers use textbook attached materials.

Teachers explain using presentation software.

What kind of effect do teachers expect by using ICT in class?


IntroductionTeacher cognition

(Borg 2003)

#1 effects of teacher’s beliefs when structuring classes

#2 subjective belief, knowledge and assumption

#3 strong effect on classroom practice


IntroductionHow do teacher’s beliefs affect their

use of ICT in their classroom practice?Research

Question

Research teacher’s beliefs and their use of ICT in class!!

Intr.Purpose

FindingsMethod Concln.

Purpose

Clarify whether/how teacher’s beliefs affect

their use ofICT in class.

CASE STUDYof English class in a public high school in Japan

Teachers’ beliefs on teaching

How teachers use ICT in class

Intr. Purpose FindingsMethod

Concln.

Method

A public high schoolEnglish reading classGrade 2

2 teachers of the same subject■ Teacher A: Male, 30s■ Teacher B: Female, 50s

Research Target

Field

Ppl.


Concln.

Method

CLASS OBSERVATION

■ during November 2013

■ non-participant

■ keep journal during class

INTERVIEW

■ basic school info

■ beliefs on teaching

■ school experience

■ assumption of classroom practices

Research Methods


Concln.

MethodResearch Methods

Qualitative Research

Pick up keywords in transcriptions and journals

Match teachers’ beliefsand actions


Before moving on findings…

Class System in Japan












Share the same learning objectives, exams and assessment measure

Intr. PurposeFindings

Method Concln.

Findings

Findings from Interview


Method Concln.

FindingsTeacher AI focus on students’ understanding of contents in their textbooks. English is only a tool and I want my students not only to learn English but to learn something new through reading English texts.

Fin

din

gs

from

In

terv

iew


Method Concln.

FindingsTeacher BI believe the important thing when learning language is to express your ideas in target language. Students should have opinions to any topics and express them by writing or speaking. Grammar is a fundamental skill to express opinions.

Fin

din

gs

from

In

terv

iew


Method Concln.

Findings

Findings from Class obs.

Teacher A

Show pictures and videos related with textbook topics.

Use presentation software to attract students.


Method Concln.

FindingsF

ind

ing

s fr

om

Cla

ss

ob

s.

English as a toolLearn from contents


Method Concln.

Findings

Teacher B

Combination of a black board and a projector.

Use presentation software as an aid of the blackboard.

Fin

din

gs

from

Cla

ss

ob

s.

English to expressGrammar-focused


Method Concln.

Findings

Discussion


Method Concln.

FindingsTeacher A Teacher B

Audiovisual Projector

• Gain students interests in textbook and foster understanding.

• Motivate students to learn English.

Focus more on inputtingnew knowledge.

• Use presentation software to save time.

• In saved time, introduce new activity.

Focus more on grammarand expression.

Intr. Purpose FindingsMethodConcln.

ConclusionFor the future direction

• Feedback from teachers of ICT• Influence for students

Concrete suggestions for other teachers to encourage using ICT in

their classes


Reference• Borg, S. (2003) Teacher cognition in

language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36 (2). pp. 81-109. ISSN 1475-3049

• Japan Association for Promotion of Educational Technology. (2012) Actual condition survey on ICT usage in Educational Fields.

THANK YOU!

Relations between English Teacher’s Beliefsand the Use of ICT in Class

- A Case Study in a Public High School in Japan -

Ayuka NAKAGAWAGraduate School of Informatics

Kansai University, JAPAN

Documents

Relations between English Teacher’s Beliefs and the Use of ICT in Class