1. By Arlina Ahmad Zaki Faculty of Education P71694

2. 1) Teacher Roles and Adoption of Educational Technology in the Chinese Context by Chang Zu (2010) 2) Motivation and Personality Traits of TESL Postgraduate Students towards the Use of ICT in Second Language Teaching by Vahideh Hassanzadeh, Reza Gholami, Negah Allahyar and Noreen Noordin (2012) 3) Malaysian ESL Teacher’s Use of ICT in their Classrooms: Expectations and Realities by Melor Md Yunus (2007)

3.  By studying teachers’ perceptions on the usage of ICT in education through teacher roles, motivation, personality, expectations and realities.  Teaching using ICT can notably improve the quality of learning [Davis, et al. (1997); Ab. Rahim Bakar et al. (2008)]  The reason why ICT is being studied through teacher’s perceptions is because even with the many advantages ICT pose to teaching and learning, teachers must ensure that it is being used often enough to expose students to the various tools to stimulate teaching and learning (Baylor & Ritchie, 2002)  Achieve the objectives set in Vision 2020

4.  What does the title say?  Introduction: Educational technology has definitely influenced teaching and learning.  Educational Technology as defined by Richey (2008) as cited by Zhu (2010) is a practice of using ICT to facilitate learning and improve performance by applying appropriate technological processes and resources.  What is the major factor which brings an impact on educational technology?

5. Role shifts Additional roles New competencies  Theoretical and conceptual framework revolves around the objectives of this study where Zhu (2010) talks about three views.

6.  Zhu (2010) summarized the different teacher roles which is taken from a research by Grasha (1994) as mentioned below:  Expert  Formal Authority  Personal Model  Facilitator  Delegator

7.  Recent research pays more attention towards teacher’s perceptions of their roles in teaching which relates with how teachers adopt their instructional strategies.  Zubaidah & Shaidatul Akma (2010) said, motivation will ultimately shape a person’s attitude to become either positive or negative.  Based on the first and second literature review, Zhu (2010) states that this study focuses on teachers’ perceptions of teacher roles and the relationship to the adoption of educational technologies in schools.

8.  it is important to understand its context as culture may play an important role influencing how teachers relate their beliefs to ICT use (Chai, Hong, & Teo, 2009).  Based on the literature review, it can be deduced that the researcher hypothesized that:  Chinese teachers perceive their roles as an authority in class and;  How teachers perceive their roles in the classroom does influence their adoption of educational technology.  When teacher takes in the role as an authority, the adoption of educational technology will become less as it is a more student-centred approach of teaching.

9.  What does the title say?  Introduction: Many studies on students’ personality traits towards ICT, but not on teachers.

10.  Importance of English  Importance of ICT  Personality can predict teacher’s willingness to use ICT.  The authors ended the introduction by stating that the research’s findings is used to identify teacher’s motivation and personality traits towards ICT application.

11.  Based on the ‘Big Five Model of Personality’.  The researchers selected this model for two reasons, which are:  It has been validated by numerous studies.  The model has achieved broad acceptance in the last 2 decades.  This model is suitable to be used as the researchers want to know what the personality traits of teachers towards ICT are and it narrows down the personalities into organized forms so that it is easier to be identified and assessed later on.  According to this model, there are five personality traits : Agreeableness, Conscientiousness, Extroversion, Neuroticism and Openness to Experience

12.  The literature review is based on the problem statement where Hassanzadeh, et. al, (2012) said “utilization of technology in teaching language is still very negligible despite knowing the advantages of ICT”. Which is why the conceptual framework is based on three views:  ICT in education  Motivation to use ICT  Personality to use ICT.  Hassanzadeh, et. al, (2012) expresses that the purpose of the study is based on the Big Five Model of Personality where the researchers wants to investigate the overall levels of postgraduates’ motivation towards ICT and their relation to personality.  Based on the research questions, it can be deduced that Hassanzadeh, et. al, (2012) may hypothesize that TESL postgraduate students have a high level of motivation towards ICT usage and that there is a positive significant relationship between TESL postgraduate students’ personality traits and their use of ICT in second language teaching.

13.  What does the title say?  Introduction: Many teachers are not familiar with ICT and do not use it in their teaching.  The paper reports on results which investigates concerns of ESL teachers in technical schools regarding:  Present use of ICT  Factors affect the use of ICT  Teachers’ perceptions of their ICT skills in teaching.

14.  Drawn from theories of learning that is related with the use of ICT and constructivism is used as the foundation.  As cited in Melor Md Yunus (2013), Mullamoa (2010) remarks that, ICT is being implemented because it is not viewed as a conventional method but as an inventive method of teaching which could activate learning among students.  Use of computers in education are strongly influenced by these theories: Skinner’s Behaviourist Theory, Piaget’s Cognitive Theory and Vygotsky’s Social-Cultural Theory

15.  Davis’ Technology Acceptance Model which provides a basis to determine ICT attitudes and factors affecting usage in teaching.  This model is used to investigate why some people use computers and what are their attitudes towards them.  The study by Davis et al (1989) found that people’s computer use was predicted by their reasons for use and perceived usefulness.

16.  Becta review (2004): Useful in identifying factors affecting teachers usage in ICT by relating the barriers according to whether they are external or internal; and school or teacher level.  Has two issues which needs to be addressed:  Relevance of international research  Limited scope of the survey of teachers  Becta Review can be used in this study because it is only used to identify the factors affecting teachers’ use of ICT in teaching as the literature review. There are three factors mentioned which affects teachers’ use of ICT in teaching.

17.  In order to integrate computer in teaching, a positive attitude towards computer has to be developed.  This is true as there are studies on teacher readiness for ICT and teachers are generally not keen towards fully utilizing ICT in classroom as they are cautious in integrating technology in traditional classroom (Azizah Ya’acob, Nor Fariza Mohd Nor & Hazita Azman, 2005). Which is why a positive attitude has to be developed because Du (2009) found that people with a positive attitude are always more effective in their learning compared to others.  Positive attitude can also be developed by having access to ICT for personal use.

18.  Low quality or out of date hardware can be a major factor affecting teachers’ enthusiasm in using ICT.  Insufficient numbers of computers are also a factor.  The Becta review also found out that technical support is needed if ICT is used in teaching and learning.

19.  Pedagogy and basic ICT skills are included  Helps teachers to develop confidence  Overcome anxiety  The purpose of this study was to investigate the current use of ICT among ESL technical school teachers in teaching, factors that affect the use of ICT and perceptions of their skills in ICT. It can be deduced that the researcher can hypothesize that:  ESL technical school teachers are not utilizing ICT at its fullest in teaching  Teachers perceive their skills in ICT as low.