Main Article Content
This research investigated teachers’ stated needs regarding their use of technology, and the kinds of technology that they actually used to facilitate learning in their classrooms. Questionnaires were distributed to 10 language teachers at a technical college in Thailand to learn about their present use of technology, as well as their stated needs for technology training. The technology training was then designed to match their needs. After 10 weeks, semi-structured interviews were conducted to determine the teachers’ use of technology, the kinds of technology used, and their reasons for use or non-use of technology in their classrooms. A survey questionnaire revealed teachers’ positive attitudes toward technology. They expected to learn new technological skills, to keep themselves updated regarding current developments, and to apply them in their classrooms. The semi-structured interview findings revealed, however, that some teachers did not use technology to facilitate classroom learning because of poor Internet connections, lack of supporting facilities, excessive teaching work, and related issues. Based on these findings, the pedagogical implications are discussed.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: Asia-Pacific International University reserve exclusive rights to publish, reproduce and distribute the manuscript and all contents therein.
Basal, A. (2015). English Language teachers and technology education. Journal of Theory and Practice in Education, 11(4), 1496–1511.
Cote, T. & Milliner, B. (2018). A survey of EFL teachers’ digital literacy: A report from Japanese University. The Journal of Teaching English with Technology, 18 (4), 71–89.
Courville, K. (2011). Technology and its use in eeducation: Present roles and future prospects. Paper Presented at the 2011 Recovery School District Technology Summit, June 6–8, 2011, USA: Baton Rouge, Louisiana, 1–19.
Davidson, J., Richardson, M., & Jones, D. (2014). Teachers’ perspective on using technology as an instructional tool. Research in Higher Education Journal, 24, 1–16.
Eristi, S., Kurt, A., & Dindar, M. (2012). Teachers’ views about effective use of technology in classrooms. Turkish Online Journal of Qualitative Inquiries, 3(2), 30-41.
Gentry, J., & Lindsey, P. (2008). Teachers’ perceptions of technology use in schools. I-Manager’s Journal on School Educational Technology, 4(1), 45–50.
Gorra, V., & Bhati, S. (2016). Students’ perception on use of technology in the classroom at higher education institutions in Philippines. Asian Journal of Education and E-learning, 4(3), 92–103.
Kotrlik, W., & Redmann, H. (2009). Technology adoption for use in instruction by secondary technology education teachers. Journal of Technology Education, 21(1), 44–59.
Merc, A. (2015). Using technology in the classroom: a study with Turkish pre-service EFL teachers. The Turkish Online Journal of Educational Technology, 14(2), 229–240.
Muir-Herzig, G. (2004). Technology and its impact in the classroom. Journal of Computers & Education, 42(2), 111–131.
Roche, S. (2017). Listening to the grass roots: Bottom-up approaches to lifelong learning. Journal of Lifelong Learning, 63(2), 145–152.
Saenkhot, A., & Boonmoh, A. (2019). Factors affecting teachers’ use of technologies as teaching aids in Thai EFL classrooms. Journal of Liberal Arts, Prince of Songkla University, 11(1), 269–306
Solano L., Cabrera, P., Ulehlova, E., & Espinoza, V. (2017). Exploring the use of educational technology in EFL teaching: A case study of primary education in the south region of Ecuador. The Journal of Teaching English with Technology, 17(2), 77–86.
Wiangsima, A., & Boonmoh, A. (2018). Teachers’ perceptions for teaching English in the near future. Journal of Liberal Arts Ubon Ratchathani University, 14(2), 1–21.
Wright, V., & Wilson, E. (2011). Teachers’ use of technology: lessons learned from the teacher education program to the classroom. SRATE Journal, 20(2), 48–60.
Xu, L. (2012). The Role of Teachers’ Beliefs in the Language Teaching-learning Process. Theory and Practice in Language Studies, 2(7), 1397–1402.
Yordming, R. (2017). Teachers’ perspective towards digital teaching tools in Thai EFL classroom. International Journal of Language, Literature and Linguistics, 3(2), 45–48.
Zehra, R., & Bilwani, A. (2016). Perception of teachers regarding technology integration in classrooms. Journal of Education and Educational Development, 3(1), 1–29.