IN-SERVICE ELL TEACHERS AND TECHNOLOGY ADOPTION: EXPLORING DIFFUSION OF INNOVATIONS IN LANGUAGE EDUCATION
El Shaban, Abir
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Based on the idea that the integration of educational technology facilitates changes in teaching and learning, this research study sought to draw an overall picture of the decision to adopt educational technology among in-service English language teachers in an intensive English language program. The main purpose was to understand how Diffusion of Innovations Theory reflects the decision-making process of the in-service language teachers. To accomplish this purpose, the study featured a qualitative design with semi-structured interviews, three on line surveys, and anecdotal data to explore language teachers’ decision making around educational technology adoption within a context that applied scholarly recommendations for teacher professional development training. This study accomplished this purpose by identifying the in-service language teachers' individual innovativeness and exploring their perception of the attributes of educational technology after participating in workshops and other environmental enablers that include administration support, face-to-face and digital communications. Findings revealed that language teachers’ innovativeness and its link to their perception of the attributes of technology, mainly, relative advantage, ease of use, and compatibility were what shaped their decision to adopt technology in the context of this study. This is in addition to some other factors such as time, lack of resources, nostalgia, and over trusting technology. Further, findings showed that female teachers were more frequently significant adopters of educational technology more than their male counterparts. In short, the study found that DIT explained the decision-making process of in service language teachers fairly well. Further, as the model for professional development indicates, educational technology adoption is not as likely to occur without expert and administrative support. The research concludes with implications of the findings for administrators, facilitators, and researchers.
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