Examining the barriers experienced by EFL teachers when implementing technology in senior secondary schools in Japan: a self-study

Sayo Tanaka, Eisuke Saito

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The introduction of technology in classroom practices can be challenging if teachers are not encouraged to utilise it in school contexts. Through a self-study methodology, this study investigates a Japanese English teacher’s experiences using technology in classroom teaching. The present study identified both external (first-order) and internal (second-order) barriers to teachers. First-order barriers identified in the Japanese school context involve (a) resources: IT infrastructure and technical support, (b) institution: school policies, classroom sizes and time limitations, (c) subject culture, and (d) assessment: high-stakes examinations. Second-order barriers include (e) teachers’ attitudes and beliefs: a fixed mindset, and (f) knowledge and skills: the lack of professional development. A complicated relationship among teachers was identified as a context-specific issue. This study also discusses further interventions that should be included in the classification of barriers in technology integration at schools.
Original languageEnglish
Number of pages14
JournalPractice
DOIs
Publication statusAccepted/In press - 2021

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