The Factors Leading To Algerian Secondary School Teachers’ Reluctance To The Pedagogical Use Of Technology

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Published: Dec 25, 2022
DOI: https://doi.org/10.61850/allj.v28i2.67
Keywords:
Technology - Computers’ Pedagogical Use - Teachers’ ReluctanceFactors of Reluctance.

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Aycha Reffas
University Constantine 1

Abstract

Technology has become part and parcel of the teaching operation. Its effectiveness was proven by a multitude of studies investigating its usefulness in the instruction of the four language skills
and other language aspects. Still, despite the increasing awareness
of the urge to integrate technology; especially computer, in language instruction, there is a great deal of reluctance among teachers of the different levels to integrate it in their classrooms. This
study, therefore, was an attempt to explore the set of factors leading to such reluctance and also to suggest way in order to encourage ICTs integration by instructors. According to the findings,
teachers’ reluctance to technology integration stems; most of the
time, from the lack of preparedness to the integration of such tools

Article Details

How to Cite
Reffas, A. (2022). The Factors Leading To Algerian Secondary School Teachers’ Reluctance To The Pedagogical Use Of Technology. AL-Lisaniyyat, 28(2), 40-52. https://doi.org/10.61850/allj.v28i2.67
Issue
Vol. 28 No. 2 (2022): v28i22022
Section
Articles

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