OJIT Home

2023 - Volume 6 - Number 1

Drivers and Barriers to Adopting ICT: Mexican EFL Primary School Teachers’ Perceptions

José Joaquín Enrique Erguera Guerreo * ORCID: 0000-0001-6468-5422
Autonomous University of the State of Quintana Roo, Department of Humanities and Languages (DHL), Cozumel, MEXICO

Open Journal for Information Technology, 2023, 6(1), 33-46 * https://doi.org/10.32591/coas.ojit.0601.03033g
Received: 14 October 2022 ▪ Revised: 28 January 2023 ▪ Accepted: 23 March 2023

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
Information and Communication Technologies (henceforth ICTs) have been widely used by English as a Foreign Language (EFL) teachers as a tool to enhance language learning. This study investigated the drivers and barriers of ICT adoption as perceived by EFL teachers at the primary school level in Mexico. A phenomenological approach was adopted, and semi-structured interviews were used to collect the data. The findings showed that teachers’ positive attitudes towards technology, attention motivation, having access to ICT resources, and enhancing language learning are the main drivers which facilitate the use and adoption of ICT in their classrooms, while, lack of resources, emerging challenges when using ICT resources and teachers’ demotivation are the main barriers. The study concluded that the current findings may help to better understand those factors, and hence inform EFL teachers, policymakers, and education authorities to develop actions to overcome the barriers and promote the pedagogical use of ICT.

KEY WORDS: ICT, technology adoption, drivers, barriers, EFL teaching.

CORRESPONDING AUTHOR:
José Joaquín Enrique Erguera Guerreo, Autonomous University of the State of Quintana Roo, Department of Humanities and Languages (DHL), Cozumel, MEXICO.

REFERENCES:

Agustiani, M. (2016). Teachers’ demotivation in English language teaching: Causes and solutions. Proceedings of the 2nd SULE-IC, 673-681.

Al-Senaid, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers and Education, 53(3), 575-590.

Andrade-Pulido, J. (2014). Creencias sobre el uso de las tecnologías de la información y la comunicación de los docentes de educación primaria. Actualidades Investigativas en Educación, 14(2), 1-29. Retrieved 14 May 2022, from http://www.redalyc.org/pdf/447/44731371017.pdf.

Aydin, S. (2012). Factors causing demotivation in EFL teaching process: a case study. The Qualitative Report, 17(101), 1-13.

Barbarán, C. (2014). The factors influencing teachers’ decision to integrate current technology educational tools in urban elementary public schools (Doctoral dissertation). Retrieved 6 January 2022, from ProQuest Dissertations and Theses database (No. 3641304).

Bennett, R., Hamill, A., & Pickford, T. (2007). Progression in primary ICT. London: David Fulton.

Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.

British Council. (2015). English in Mexico: An examination of policy, perceptions and influencing factors. Mexico: British Council Mexico.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. New York: Routledge.

Creswell, J. (2013). Qualitative inquiry & research design: Choosing among five approaches (Third edition). Los Angeles: SAGE Publications.

Creswell, J. (2019). Qualitative inquiry and research design: Choosing among five approaches (4th ed. International Student edition). Los Angeles: SAGE Publications.

Denscombe, M. (2014). The good research guide: For small scale research projects (Fifth edition). Maidenhead: Open University Press.

Denzin, N. K., & Lincoln, Y. S. (Eds.) (2011). Handbook of qualitative research. Thousands Oaks, CA: Sage.

Díaz-Barriga, F. (2014). Las políticas TIC en los sistemas educativos de América Latina: Caso México. Buenos Aires, ARG: Fondo de las Naciones Unidas para la Infancia.

Domínguez, J., Cisneros, E., Suaste, M., & Vázquez, C. (2016). Factores que impiden la integración de las TIC en las escuelas de educación básica: Una mirada desde la percepción de los profesores de ciencias y matemáticas. Revista Científica Electrónica de Educación y Comunicación en la Sociedad del Conocimiento, 2(16), 408-443. Retrieved from http://eticanet.org/revista/index.php/eticanet/article/view/119.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative qualitative, and mixed methodologies. Oxford: Oxford University Press.

Ertmer, P. (1999). Addressing first and second order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. https://doi.org/10.1007/BF02299597

Galvan-Malagón, C., & Lopez-Perez, M. (2017). ICT in the English classroom. Qualitative analysis of the attitudes of teachers of english towards its implementation in secondary schools. Procedia-Social and Behavioral Sciences, 237, 268-273.

Gómez-Domínguez, C. E., Ramírez-Romero, J. L., Martínez-González, O., & Chuc-Piña, I. (2019). El Uso de las TIC en la Enseñanza del Inglés en las Primarias Públicas. Revista de Estudios y Experiencias en Educación, 18(36), 1-22.

Izquierdo, J., De la Cruz-Villegas, V., Aquino-Zúñiga, S., Sandoval-Caraveo, M., & García Martínez, V. (2017). La enseñanza de lenguas extranjeras y el empleo de las TIC en las escuelas secundarias públicas. Revista Científica de Educomunicación, 25(50), 33-41. https://doi.org/10.3916/C50-2017-03

Jimoyiannis, A., & Komis V. (2007). Examining teachers’ beliefs about ICT in education: Implications of a teacher preparation programme. Teacher Development, 11(2), 149-173.

Jimoyiannis, A. (2008). Factors determining teachers’ beliefs and perceptions of ICT in education. In A. Cartelli & M. Palma (Eds.), Encyclopedia of Information Communication Technology (pp. 321-334). Hershey, PA: IGI Global.

Kalman, J. (2013). Beyond common explanations: Incorporating digital technology and culture into classrooms in Mexico. Digital Culture & Education, 5(2), 98-118.

King, E., & Boyatt, R. (2014). Exploring factors that influence adoption of e-learning within higher education. British Journal of Educational Technology [online], 46(6), 1272-1280.

Kopcha, T. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development, Computers & Education, 59(4), 1109-1121.

Medina-Romo, A. I., Mortis-Lozoya, S. V., & Pablos-Collante, D. E. (2017). Las TIC en aulas de escuelas primarias públicas del sur de Sonora. Congreso Nacional de Investigación Educativa-COMIE.

Mexicanos Primero (2015). Sorry. Learning English in Mexico [Online]. [Accessed 5 April 2021]. Available from: https://www.mexicanosprimero.org/wp-content/uploads/2022/07/sorry.pdf.

Mills, J., & Birks, M. (2014). Qualitative methodology: A practical guide. London: SAGE.

Morales, C., González, Y., Soto, C., Campos, A., García, G., Alvarado. G., & Espinoza, G. (2002). Disponibilidad y uso de la tecnología en la educación básica. Unidad de Investigación y Modelos Educativos ILCE. Retrieved 26 April 2020, from  http://investigacion.ilce.edu.mx/panel_control/doc/c36,disponibilidad.pdf.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, California: Sage.

Oyaid, A. A. (2009). Education policy in Saudi Arabia and its relation to secondary school teachers’ ICT use, perceptions, and views of the future of ICT in education [Doctoral dissertation, University of Exeter]. ResearchGate Open. https://www.researchgate.net/profile/Afnan-Oyaid-2/publication/288490297_Education_Policy_in_Saudi_Arabia_and_its_Relation_to_Secondary_School_Teachers'_ICT_Use_Perceptions_and_Views_of_the_Future_of_ICT_in_Education/links/56815df408ae051f9aec4701/Education-Policy-in-Saudi-Arabia-and-its-Relation-to-Secondary-School-Teachers-ICT-Use-Perceptions-and-Views-of-the-Future-of-ICT-in-Education.pdf.

Ramírez-Romero, J. L., & Sayer, P. (2016). The teaching of English in public primary schools in Mexico: More heat than light? Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 24(84), 1-22. ISSN: 1068-2341. Retrieved 25 January 2022, from:   https://www.redalyc.org/articulo.oa?id=275043450125.

Sánchez-Mena, A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. Electronic Journal of e-Learning, 15(5), 434-443.

Santiago-Ramírez, M., Jiménez-Williams, A., & Pesqueira-Bustamante, N. (2013). Uso de computadoras XO en escuelas primarias rurales del Estado de Sonora. Reporte de monitoreo. XII Congreso Nacional de Investigación Educativa. http://www.creson.edu.mx/docs/publicaciones/Ponencia-12109.pdf.

Secretaría de Educación Pública (SEP) (2009). Libro blanco: Programa Habilidades Digitales para Todos. Retrieved 26 May 2019, from https://sep.gob.mx/work/models/sep1/Resource/2959/5/images/LB%20HDT.pdf.

Secretaría de Educación Pública (SEP) (2011). Programa Nacional de Inglés en Educación Básica Segunda Lengua: Inglés. Fundamentos curriculares. Mexico: SEP.

Secretaría de Educación Pública (SEP) (2014). Lineamientos de Operación para el Programa U077: Inclusión y alfabetización digital. México, DF. Retrieved 28 January 2020, from https://coleccion.siaeducacion.org/sites/default/files/files/lineamientos_de_operacion_para_ el_programa_u077_inclusion_y_alfabetizacion_digital.pdf.

Sipilä, K. (2013). Educational use of information and communications technology: Teacher’s perspective. Technology, Pedagogy and Education, 23(2), 1-17. https://doi.org/10.1080/1475939X.2013.813407

Steel, J., & Hudson, A. (2001). Educational technology in learning and teaching: The perceptions and experiences of teaching staff. Innovations in Education and Teaching International, 38(2), 103-111.

Ueda, M. (2017). Coping with teacher demotivation toward directed motivational currents. Journal of Literature and Art Studies, 7(5), 555-567.

Uluyol, Ç., & Şahin, S. (2016), ICT integration analysis in elementary school system. British Journal of Educational Technology, 47, 65-75. https://doi.org/10.1111/bjet.12220

van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1). https://doi.org/10.29173/pandpr19803

van Manen, M. (2017). Phenomenology in its original sense. Qualitative Health Research, 27(6), 810-825. https://doi.org/10.1177/1049732317699381

Venkatesh, V. et al. (2003). User acceptance of information technology: Towards a unified view. MIS Quarterly, 27(3), 425-478.

Venkatesh, V., Thong, J., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157-178.