1. EFL Teacher’s Role in ICT-oriented Classroom at Majma'ah University ___________________________ El-Sadig Yahya Ezza Majma’ah University

2. ICT in Saudi academia
King Saudi workshop in 2005
Foundation of Saudi ELC
ICT in Majma’ah University
Students’ forums

3. Resistance to ICT among Teachers
Socrates’ view
Olsen’s (1980) survey of foreign language departments’ attitude towards CAI

4. Reasons for Teachers’ Resistance
Bingimals (2009): “lack of competence”, “lack of confidence” and “resistance to change”
Cohen et al. (2005) “delay tactics”
Jenkins (1999): “loss of authority”
Heinich (1970): “media could substitute for certain functions of a teacher”

5. Teacher’s Traditional Role
“ … the teacher is someone who dispenses knowledge, someone who lectures, tells, feeds, disseminates, covers materials … The students sit passively while the teacher is on the show” (anon).

6. Teacher’s Role in ICT-based Classroom
Fitzpatrick and Davies (2003): skills and illiteracies reshaping teacher’s role
Findings from Fairman (2004)

7. Summary of Teacher’s Roles in ICT-based Environment
Fitzpatrick and Davie (2003)
Keblowska (2002)
Harden and Crosby (2000)
Facilitator
Guide
Integrator (of the media)
Researcher
Designer of learning scenarios
Collaborator
Orchestrator
Learner
Evaluator
Organiser
Instructor
Controller
Counselor
Participant
Expert
Resource developer
Friend
Socialising agent
Motivator
Information provider
Role model
Examiner
Planner

8. Method
Instrument: likert-type, five-point scale questionnaire, including 16 statements:
-6 statements centered on traditional roles
-10 statements addressed ICT-oriented roles

9. EFL Teacher’s ICT-oriented Roles EFL Teacher’s traditional Roles
A director of learning
A researcher
A collaborator
A learner
A facilitator
A counselor
A participant
A friend
A motivator
An educational resources developer
A transferor/dispenser of Knowledge
An educational authority
A controller of classroom activities
Someone in charge of telling
An educational resources expert
A sage of the stage

10. Procedure& Participants
No. of Faculty
Campus
College 11 19
Majma’ah
College of Education 5
Community College 9
Preparatory Year 2
Ghat
College of Sciences and Humanities 4
Hotat Sudair
Rumah 3
Zulfi 30 47
Total

11. Summary of the Results Significance Statistics Hypothesis .005 T-test
There is a significant difference between participants' preference for traditional and ICT-oriented roles
Mean of ICT-oriented roles:
Mean of Traditional roles:
Descriptive statistics
Most EFL faculty favor ICT-oriented roles over traditional roles
.001
ANOVA

12. Discussion Motivation for hypothesis 1 &2
-Universal view of teacher’s resistance to innovation
Reasons for faculty acceptance to ICT-roles despite being in the service of a traditional tertiary institution.
ICT literacy or fear of being seen as belonging to a rejectionist group or both?

13. -Is the series of warnings by the Deanship of Admission and Administration relevant?
The traditional/modern roles’ dichotomy in the literature Carballo-Calero (2001, p. 7), e.g.
Transferor of knowledge vs. facilitator
Educational authority vs. consultant
Sage of the stage vs. guide on the side

14. Motivation for the third Hypothesis
Are teachers necessarily required to focus on a set of activities that are subsumed under a specific ICT-oriented role?
The roles are assumed to function maximally if they are equally prioritized.
there is nothing inherent in a specific role that renders it more valuable/peripheral than the others.

15. There is empirical evidence to support the fact that the same educational context can generate a number of equal ICT- oriented roles.
Fairman (2004) conducted a study to measure, among other things, the impact of educational technology on teacher- student relationship

16. She found that teachers were “shifting towards more student-centred, enquiry-based approaches, where students take more responsibility for learning and teachers serve as facilitators”
This finding equally prioritises the roles of the teacher as a researcher and facilitator unlike the present study finding.

17. Conclusion
Three considerations that were borne in mind in conducting this study:
-ICT has become part and parcel of teachers’ academic life
it has become common knowledge that the integration of ICT in the classroom facilitates learning since it accommodates all types of learners.

18. the available literature refers to the people who were born in the last three decades as “digital natives”, “screen generation”, etc., suggesting that they could be more knowledgeable about digital technology than their elders

19. These considerations give the students a cutting edge in an ICT-based learning environment owing to their familiarity and competence in ICT.
Indeed, they have empirically been reported “to bring new content and information into the classroom, and are teaching technology skills to teachers and other students” (Fairman, 2004, p. iii)

20. if the EFL teachers do not consider these facts in defining their own classroom role, they will end up resisting the integration of ICT and, thus, depriving the student from collaborative and autonomous learning that empowers them to “access, manipulate, modify, store and retrieve information” (Wheeler, 2000).

21. THANK YOU