Technology proficiency of college-level language teachers in Taiwan: Effect on their technology utilization and expectations for students' technology proficiency
Shu-Mei Huang, Texas A&M University - Kingsville, United States
Texas A&M University - Kingsville . Awarded
The primary purpose of the study was to examine how language teachers' technology proficiency level influences their technology utilization. Secondly, the study investigated how language teachers' years of teaching experience affect their technology utilization. The third purpose was to explore how language teachers' technology proficiency level impacts their expectations of the students' technology proficiency in language classes. Another purpose was to discover how the language teachers' business-related background impacts their technology utilization. This study also looked into how language teachers' years of working experience in business-related professions affected their technology utilization. Finally, the study attempted to determine how educational level, age, and gender influence language teachers' technology proficiency.
The sample population in the study consisted of 153 randomly selected college-level language teachers across Taiwan. A cross-sectional survey instrument was used to collect the data. Descriptive and inferential statistics, correlational analysis, and one-way ANOVA analytic methods were performed to answer all research questions. The results revealed a positive correlation (significance level = .05) among the level of access to technology and teachers' utilization of technology, teachers' technology proficiency and their computer utilization, teachers' technology proficiency and their expectation of students' technology proficiency, as well as teachers' technology utilization and their expectation of students' technology proficiency. A significant difference was found in teachers' technology proficiency level by age, experience teaching business-related course(s), technology acquisition, and the language taught. Educational degrees significantly influenced teachers' technology utilization. There was no significant difference in technology utilization among teachers grouped by age, gender, years of teaching experience, and years of experience in business-related professions. No significant difference was found in technology proficiency among teachers grouped by gender, level of language proficiency, and work experience in a business-related occupation.
The results of the study may provide language teachers, curriculum writers, and school administrators a means to assess their computer technology availability and utilization in Taiwan. It can also serve as a guide to the school administration for further technology-related assistance and relevant computer literacy training for teachers. It may be used as guidance for language teachers to modify their teaching pedagogies by integrating technology use into their lessons.
Huang, S.M. Technology proficiency of college-level language teachers in Taiwan: Effect on their technology utilization and expectations for students' technology proficiency. Ph.D. thesis, Texas A&M University - Kingsville.
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