This document summarizes Mariam Attia's study on Arabic language teachers' beliefs about using information and communication technology (ICT) in their classrooms. It introduces the purpose of the study, which was to explore these beliefs as a precursor to effective technology integration. It then provides an overview of the methods used, including interviews and observations of three teachers: Dalal, Heba, and Laila. For each teacher, it highlights several of their cognitions or beliefs about ICT as revealed in interviews, along with observations from the classroom. The document concludes by previewing how the findings will add to understanding of teacher cognition and technology use.

1. Situated Teacher Cognition and ICT Mariam Attia University of Manchester EuroCALL Teacher Education Workshop May 26th, 2010 © TemplatesWise.com

2. Purpose of Study Explore Arabic language teachers’ beliefs about the use ICT (as a precondition for effective technology integration) “.. if our efforts to extend the educational applications of technology are to be successful, it is important to understand how such visions and beliefs are both formed and transformed” (Albion & Ertmer, 2002)

3. How & Why? The research is situated in the Arabic Language Institute (ALI) at the American University in Cairo, Egypt Funding was largely allocated to installing the latest technologies However, ICT adoption remained minimal

4. Factors for Adoption The literature on ICT and teaching identifies various factors associated with teachers’ adoption of technology. They are as follows:

5. Factors for Adoption

8. Theoretical Framework Professional Coursework Schooling Language Teacher Cognition About teaching, teachers, learners, learning, subject matter, activities, curriculum, etc Contextual Factors Classroom Practice Elements and processes in language teacher cognition - Borg (2006)

9. Research Questions

10. Methods of Data Collection

11. Data Analysis - Maxqda

12. Theoretical Framework Professional Coursework Schooling Language Teacher Cognition About teaching, teachers, learners, learning, subject matter, activities, curriculum, etc Contextual Factors Classroom Practice Elements and processes in language teacher cognition - Borg (2006)

13. Theoretical Framework Professional Coursework Early Experiences Language Teacher Cognition About teaching, teachers, learners, learning, subject matter, activities, curriculum, etc ICT Contextual Factors Classroom Practice Elements and processes in language teacher cognition - Borg (2006)

14. Meet My Teachers! Dalal 22 years of experience in teaching Arabic as a foreign language MA in TAFL PhD in Teaching Methodology

15. Meet My Teachers! Heba 13 years of experience in teaching Arabic as a foreign language MA in TAFL

16. Meet My Teachers! Laila 30 years of experience in teaching Arabic as a foreign language MA in TAFL

17. Teacher Cognition & Practice Cognitions about ICT integration How these cognitions are reflected or not reflected in practice – Match or mismatch between espoused theory and theory-in-action (Argyris & Schön, 1974)

18. Dalal

19. Understanding Cognitions in Context Imagine, the very beeeautiful poems of the past, that we might not fully understand because of their difficult words.. If you see them as images, it will make a huge difference, and you will learn them fast. This might actually help Egyptian youth appreciate the own language (Technological Reflections, 23.04.2008)

20. Understanding Cognitions in Context I feel that I should be versed in so many things related to technology, which would assist me in my teaching, facilitate things for me and for the students.. However, I feel impotent in the face of this. The problem is that I am busy with many other things and don’t have the time to learn or practice (Technological Reflections, 23.04.2008)

21. Understanding Cognitions in Context .. and my fear that things will go wrong.. This is the thing that influences me the most.. Though we always joke about it [technical failure] and I ask them: “Who is the engineer here? Would you please come forward and fix this for us?” and so. But, of course, I feel very embarrassed (Technological Reflections, 23.04.2008)

22. Understanding Cognitions in Context Colleagues are of major importance because I always resort to them when I want to learn something, and they ask me too. Everyone knows bits and pieces that we assist each other with.. (Technological Reflections, 23.04.2008)

23. Dalal’s Cognitions at a Glance Fear of failure Reveals the beauty of Arabic Colleagues Time Bigger institutional role Better safe than sorry! Situated learning Image

24. A Visit to Dalal’s Classroom

25. A Visit to Dalal’s Classroom

26. A Visit to Dalal’s Classroom

27. A Visit to Dalal’s Classroom

28. Heba

29. Understanding Cognitions in Context There is no way for teaching the Arabic language except moving in this direction.. that we teach with the use of technology (Technological Reflections, 17.03.2008)

30. Understanding Cognitions in Context It’s a matter of somebody being a bit adventurous. Somebody sitting in front of a machine, a computer for example, for a long time, playing with it, trying this and tying that (Technological Reflections, 17.03.2008)

31. Understanding Cognitions in Context This is one of the areas where Waheed [one of her colleagues] always gave me support. I used to have fears. Honestly, I am much better now. He used to encourage me a lot [by saying]: “We make it. It does not make us.. We operate it. It does not operate us”. With time, the fears I had for the machines disappeared (Interview, 25.02.2008)

32. Understanding Cognitions in Context This idea that I always want to treat it [Arabic] in a special way, to develop special criteria for it, to treat it as if I was treating persons with special needs. I don’t want this. No, what applies there [to other languages] will apply here. We are no different. (Technological Reflections, 17.03.2008)

33. Heba’s Cognitions at a Glance Time determination Responsibility Autonomy Resourcefulness Colleagues Experimentation

34. A Visit to Heba’s Classroom

35. A Visit to Heba’s Classroom

36. A Visit to Heba’s Classroom

37. A Visit to Heba’s Classroom

38. Laila

39. Understanding Cognitions in Context Regardless of any technology-related frustrations that take place due to many factors, I don’t think I can do without its tools now, after arriving at them, and experiencing their benefits and the pleasure of using them. Clock hands never move backwards and neither will my journey (Technological Reflections)

40. Understanding Cognitions in Context Students are more enthusiastic about the subject matter.” We will watch a movie” [they say referring to her PowerPoint Presentations]. We switch off the lights. I feel happy when I see grammar becoming something attractive..[It] has always been something boring and monotonous.. So, when it becomes a source of motivation for students, that is really beautiful (Interview, 24.01.08)

41. Understanding Cognitions in Context There is a beautiful spirit and great closeness on a personal level. This is reflected professionally as well. (Interview, 29.05.08)

42. Understanding Cognitions in Context I used to teach using audio tapes. [At the beginning of the semester] I told the students, as I have always done for the past twenty years: “Please bring in four empty audio-tapes each, so I can record the homework for you”. They responded: “We don’t have tape recorders”. I asked: “Why not?”. [They told me] “.. No one uses these things..”I asked: “You don’t use them?”. They said:”Never.. We are a generation that does not use tapes”(laugh). I wondered what to do. I was puzzled. (Interview, 06.12.09)

43. Laila’s Cognitions at a Glance Colleagues Determination Time Positive pressure Motivation Responsiveness Image

44. A Visit to Laila’s Classroom

45. A Visit to Laila’s Classroom

46. A Visit to Laila’s Classroom

47. A Visit to Laila’s Classroom

48. .. Coming Next ..So, how does all this add to our understanding of teacher cognition and ICT?.. to be shared at the next EuroCALL Teacher Education workshop ..Stay tuned!

49. Thank you