Relations between English Teacher’s Beliefs and the Use of ICT in Class

1. Relations between English Teacher’s Beliefs and the Use of ICT in Class - A Case Study in a Public High School in Japan - AyukaNAKAGAWA Graduate School of Informatics Kansai University, JAPAN

2. CASE STUDY of English class in a public high school in Japan Clarify whether/how teacher’s beliefs affect their use of ICT in class. Teachers’ beliefs on teaching How teachers use ICT in class Intr. • Purpose • Method • Findings • Concln.

3. Introduction EDUCATIONAL FIELD ICT Install ICT in each school Promote using ICT in class 77% 40% JAPET (2012) Intr. • Purpose • Method • Findings • Concln.

4. Introduction EDUCATIONAL FIELD ICT Install ICT in each school Promote using ICT in class 77% 40% JAPET (2012) Intr. • Purpose • Method • Findings • Concln.

5. Introduction How ICT is used in class 1 Teachers show websites and visual materials. Teachers use textbook attached materials. Teachers explain using presentation software. 2 3 Intr. • Purpose • Method • Findings • Concln.

6. Introduction How ICT is used in class 1 Teachers show websites and visual materials. Teachers use textbook attached materials. Teachers explain using presentation software. 2 3 What kind of effect do teachers expect by using ICT in class? Intr. • Purpose • Method • Findings • Concln.

7. Introduction Teacher cognition (Borg 2003) #1effects of teacher’s beliefs when structuring classes #2subjective belief, knowledge and assumption #3strong effect on classroom practice Intr. • Purpose • Method • Findings • Concln.

8. Introduction Research Question How do teacher’s beliefs affect their use of ICT in their classroom practice? Research teacher’s beliefs and their use of ICT in class!! Intr. • Purpose • Method • Findings • Concln.

9. Purpose CASE STUDY of English class in a public high school in Japan Clarify whether/how teacher’s beliefs affect their use of ICT in class. Teachers’ beliefs on teaching How teachers use ICT in class • Purpose Intr. • Method • Findings • Concln.

10. Method Research Target • A public high school • English reading class • Grade 2 • 2 teachers of the same subject • ■Teacher A: Male, 30s • ■Teacher B: Female, 50s Field Ppl. • Method Intr. • Purpose • Findings • Concln.

11. Method Research Methods • CLASS OBSERVATION • ■during November 2013 • ■non-participant • ■keep journal during class • INTERVIEW • ■basic school info • ■beliefs on teaching • ■school experience • ■assumption of • classroom practices • Method Intr. • Purpose • Findings • Concln.

12. Method Research Methods Qualitative Research Pick up keywords in transcriptions and journals Match teachers’ beliefs and actions • Method Intr. • Purpose • Findings • Concln.

13. Before moving on findings… Intr. • Purpose • Method • Findings • Concln.

14. Class System in Japan Intr. • Purpose • Method • Findings • Concln.

15. Class System in Japan Intr. • Purpose • Method • Findings • Concln.

16. Class System in Japan Intr. • Purpose • Method • Findings • Concln.

17. Class System in Japan Intr. • Purpose • Method • Findings • Concln.

18. Class System in Japan Intr. • Purpose • Method • Findings • Concln.

19. Class System in Japan Share the same learning objectives, exams and assessment measure Intr. • Purpose • Method • Findings • Concln.

20. Findings Findings from Interview • Findings Intr. • Purpose • Method • Concln.

21. Findings Findings from Interview • Teacher A • I focus on students’ understanding of contents in their textbooks. English is only a tool and I want my students not only to learn English but to learn something new through reading English texts. • Findings Intr. • Purpose • Method • Concln.

22. Findings Findings from Interview Teacher B I believe the important thing when learning languageis to express your ideas in target language. Students should have opinions to any topicsand express them by writing or speaking. Grammar is a fundamental skill to express opinions. • Findings Intr. • Purpose • Method • Concln.

23. Findings Findings from Class obs. • Findings Intr. • Purpose • Method • Concln.

24. Findings Findings from Class obs. • Teacher A • Show pictures and videos related with textbook topics. • Use presentation software to attract students. • English as a tool • Learn from contents • Findings Intr. • Purpose • Method • Concln.

25. Findings Findings from Class obs. • Teacher B • Combination of a black board and a projector. • Use presentation software as an aid of the blackboard. • English to express • Grammar-focused • Findings Intr. • Purpose • Method • Concln.

26. Findings Discussion • Findings Intr. • Purpose • Method • Concln.

27. Findings Teacher A Teacher B Audiovisual Projector • Use presentation software to save time. • In saved time, introducenew activity. • Focus more on grammar • and expression. • Gain students interests in textbook and foster understanding. • Motivate students to learn English. • Focus more on inputting • new knowledge. • Findings Intr. • Purpose • Method • Concln.

28. Conclusion • For the future direction • Feedback from teachers of ICT • Influence for students Concrete suggestions for other teachers to encourage using ICT in their classes • Concln. Intr. • Purpose • Method • Findings

29. Reference • Borg, S. (2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36 (2). pp. 81-109. ISSN 1475-3049 • Japan Association for Promotion of Educational Technology. (2012) Actual condition survey on ICT usage in Educational Fields. Intr. • Purpose • Method • Findings • Concln.

30. THANK YOU! Relations between English Teacher’s Beliefs and the Use of ICT in Class - A Case Study in a Public High School in Japan - Ayuka NAKAGAWA Graduate School of Informatics Kansai University, JAPAN