Iranian EFL Teachers' Perspectives on their Use of ICT in their Teaching Practices: A Multiple Case Study
نویسنده
چکیده
Within a socio-cultural epistemology and in an interpretivist qualitative paradigm, this study aims to explore the perspectives of practicing EFL (English as Foreign language) teachers on the integration of Information and Communication Technology (ICT) into their teaching in Iranian high schools. This study also aims to explore the individual and socio-cultural factors which have influenced and shaped the perspectives and perceptions of these teachers about ICT integration. Due to the fact that this study is in the very early stages of data collection and given the limited number of Iranian studies on the topic, this paper explores the world literature which bears upon the various opportunities and limitations for the integration of ICT into the teaching English as a foreign language (EFL) education. Arguing from a change or innovation perspective on integrating ICT in schools (in general), some of the well documented key factors that can affect the successful implementation of ICT are outlined. From amongst those factors, the role of the teachers and their pedagogical technological content knowledge (TPACK) emerge from the literature as essential factors.
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