Teachers Attitudes towards Modern Pedagogical Technologies By Nafiu Salele Department of Physics and Electronics Al-Qalam University Katsina (AUK) Katsina State - Nigeria. & Dr. Shahadat Hossain Khan Department of Technical and Vocational Education Islamic University of Technology (IUT) Dhaka - Bangladesh.

02 CONTENT Introduction Background Purpose of the study Overview of the studies conducted on teachers' attitudes towards technology Theoritical framework Factors influencing the teachers attitudes towards technology Conclusions emerging from the review

03 INTRODUCTION Technology has been changing the global trends over decades, ranging from business and economic, social-life and health-care, to agriculture and education. There have always been new and evolving opportunities as well as challenges for almost every country in their efforts towards producing viable and knowledge oriented citizens. The dynamics of today’s evolving technology is influencing nearly every aspect of human life, as such education is not an exception.

04 INTRODUCTION Researchers reaffirm in various studies the importance of teachers’ attitudes towards technology use Even though integration is guided by government policies, they still hold the autonomy to decide on how and when they use it (Teo, 2011). Their attitudes and willingness to embrace technology were evidently proven to have direct impact on teacher’s technology integration in classroom instruction (Zhao; Tan; & Mishra, 2001)

05 BACKROUND From the foregoing, a line of research has been generated which yields results of practical importance especially to administrators and policy makers in their strive towards integrating technology in education. Although some reviews related to the literature exits (Mumtaz, 2000; Bingimlas, 2009; Buabeng-Andoh, 2012 ), these were based mainly on studies conducted on the factors affecting the teachers’ integration of technology in classroom instruction.

06 BACKROUND There is nearly, no comprehensive research synthesis that has been conducted to date on the attitudes of teachers towards modern technology, which is most needed to fish out the major factors influencing the teachers' attitudes towards technology adoption.

07 POURPOSE OF THE STUDY Review the large body of research conducted on the attitudes of teachers towards technology adoption in schools. Explore some of the important factors that may influence the formation of these attitudes. Discussed relevant methodological issues relevant to reseacrh findings Present possible directions for future research on teachers’ attitudes

overview of studies conducted on teachers' attitudes TOWARDS TECHNOLOGY 08 SN Author Title of the Study Year 1. Akbaba, S. & Kurubacak G. Teachers’ attitudes towards technology 1999 2. Albirini, A. Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. 2006 3. Teo, T. Pre-service teachers' attitudes towards computer use: A Singapore survey. 2008 4. Denson, B. Teacher attitudes toward technology 2005 5 Cavas, B., et al. A study on science teachers' attitudes toward information and communication technologies in education. 2009 6. Tsitouridou, M., & Vryzas, K. Early childhood teachers' attitudes towards computer and information technology: 2003 7. Demirci, A. How do teachers approach new technologies: Geography teachers’ attitudes towards Geographic Information Systems

overview of studies conducted on teachers' attitudes TOWARDS TECHNOLOGY....(CONT) 09 SN Author Title of the Study Year 8. Chao, C. C. Evaluating teachers' attitudes toward the use of wireless-mobile technologies in supporting learning: An instrument development study 2005, 9. Rahim, S. R. B. A. Teachers' attitudes towards a learning management system, MC Online: An exploratory study in a Singapore secondary school. 2013 10. Sexton, et al. Measuring and evaluating early childhood prospective practitioners' attitudes toward computers 1999 11. Mumtaz, S. Factors affecting teachers' use of information and communications technology: a review of the literature 2000 12. Christensen, R. Effects of technology integration education on the attitudes of teachers and students. 2002 13. Yildirim, S. Effects of an educational computing course on preservice and inservice teachers: A discussion and analysis of attitudes and use. 14. Li, Q. Student and teacher views about technology: A tale of two cities 2007 As we discussed above, the delivery medium is not the determining factor in the quality of learning; rather, the design of the course determines the effectiveness of the learning

overview of studies conducted on teachers' attitudes TOWARDS TECHNOLOGY....(Cont) 10 SN Author Title of the Study Year 15. Teo, T. A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context. 2010 16. Kumar, P., & Kumar, A. Effect of a web-based project on preservice and inservice teachers’ attitude toward computers and their technology skills. 2003 17. Kessler, G. Formal and informal CALL preparation and teacher attitude toward technology 2007 18. Banas, J. R. Teachers' attitudes toward technology: Considerations for designing preservice and practicing teacher instruction. 19. Mathew Myers, J. et al. Teachers’ attitudes and use of multimedia technology in the classroom. 2002 20. Levine, T., & Donitsa-Schmidt, S. Computer use, confidence, attitudes, and knowledge: A causal analysis. 1998 As we discussed above, the delivery medium is not the determining factor in the quality of learning; rather, the design of the course determines the effectiveness of the learning

Perceived usefulness (Rovai & Childress, 2002) 11 FACTORS INFLUENCING TEACHERS' ATTITUDES TOWARDS TECHNOLOGY ADOPTION Perceived usefulness (Rovai & Childress, 2002) Technology confidence (Rovai & Childress, 2002) Gender (Sadik, 2006), Training (Tsitouridou & Vryazas, 2003), Prior-Experience of technology (Yuen, Law & Chan 1999), Anxiety, confidence and liking (Yildrimi 2000).

Theoritical Framework 12 Theoritical Framework The theoretical framework upon which the foundation of this study is laid was adapted from theory of planned behaviour (Ajzen, 1991); theory of reasoned action (Fishbein & Ajzen, 1975); technology acceptance model (Davis, 1989); Unified theory of acceptance and use of technology (Venkatesh, Morris, Davis & Davis, 2003).

13 THEORY OF REASONED ACTION Beliefs about the outcome of the behaviour   Evaluation of the outcome Attitude to the specific behaviour Subjective norms Behavioural Intention Behaviour Normative beliefs about the behaviour Motivation to comply As we discussed above, the delivery medium is not the determining factor in the quality of learning; rather, the design of the course determines the effectiveness of the learning Fig 1: Theory of planned behaviour (Ajzen, 1991)

14 THEORY OF PLANNED BEHAVIOR Beliefs about the outcome of the behaviour   Evaluation of the outcome Attitude to the specific behaviour Subjective norms Behavioral Intention Behaviour Normative beliefs about the behaviour Motivation to comply Perceived Behavioral Control Fig 2: theory of reasoned action (Fishbein & Ajzen, 1975)

15 TECHNOLOGY ACCEPTANCE MODEL Perceived Usefulness External Variables   External Variables Attitude towards Using Behavioral Intention to Use Perceived Ease of Use Fig 3: technology acceptance model (Davis, 1989);

CONCLUSIONS EMERGING FROM THE LITERATURE 16 CONCLUSIONS EMERGING FROM THE LITERATURE The research synthesis reveals the following: Teachers although positive towards technology, do not adopt its total integration at instructional level; Subject specialization and prior-technology experience influence the teachers' attitudes Age, gender and type of school attended does not affect the teachers' attitudes Effort expctency and facilitating conditions are of minor significance on the teachers attitudes

CONCLUSIONS EMERGING FROM THE LITERATURE....(CONT) 17 CONCLUSIONS EMERGING FROM THE LITERATURE....(CONT) Alhought research on the attitude of teachers towards technology integration has been on the increase for the past few years, research is needed to be conducted to examine additional factors the may influence the formation of positive attitude towards integration of technoloy at instructional level. Example: More specific information should be sought about the quality of training teachers recieved in implementimg technology integration with regard to duration, content and intensity.

18 Thank you