Abstract—Although the situations for effective computer technology integration involve ready access to technology, trained teachers, and a favorable learning environment, high-level technology use is still surprisingly low. This means that additional obstacles, particularly related to teachers’ pedagogical beliefs, should be at work. The impact of teachers’ beliefs on classroom instruction specifically in English Language Teaching (ELT) has been paid enough attention by previous researchers, but little research has been conducted to establish a similar relation between teachers’ pedagogical beliefs and classroom uses of computer technology. The first goal of this paper is to define teacher beliefs. The second goal is to discuss the nature of beliefs. The third goal is to explain the process of forming beliefs. The fourth goal is to elaborate the process of changing beliefs. The fifth goal is to discuss the relationship between beliefs, practices, and teacher change. The last goal is examine teacher beliefs, contextual factors, and computer technology usage. It is expected that by gaining a better understanding of this complex relationship we might gain a greater understanding for why more teachers aren’t using computer technology in their classrooms.
Index Terms—Beliefs, nature, form, change, practices, computer technology, usage
Abbas Pourhosein Gilakjani is with the Faculty Member of English Translation Department of Lahijan Branch, Islamic Azad University, Lahijan, Iran. (e-mail: email@example.com).
Cite: Abbas Pourhosein Gilakjani, "An Analysis of Factors Affecting the Use of Computer Technology in English Language Teaching and Learning," International Journal of Information and Education Technology vol. 2, no. 2, pp. 135-142, 2012.