Kazakh-British Technical University (KAZAKHSTAN)
About this paper:
Appears in: ICERI2009 Proceedings
Publication year: 2009
Pages: 2635-2643
ISBN: 978-84-613-2953-3
ISSN: 2340-1095
Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain
The growth of computer technology has brought to the forefront new language teaching and learning opportunities. The reported revealed potential of the new technologies, the need to better prepare students for the information age, and accelerate national development efforts present certain challenges and opportunities for the developing countries. But are we ready to develop and integrate new technologies to meet these challenges?
Kazakhstan as one of such developing countries is aware of the need to provide our students with knowledge and skills to succeed and compete in an information-based society. Recognizing the challenge of the ‘‘information age’, the government reveals growing commitment to technology integration in education by adopting a number of official documents and taking different initiatives which have brought about significant increases in the amount of computer technology and Internet access in our education system.
But despite numerous IT integration policy documents and initiatives in Kazakhstan, as well as expenditures for computer and Internet accessibility, major questions remain about the actual use of technology in classrooms. The research shows that it cannot be assumed that the placement of computer technology in Kazakhstani classrooms equals effective use for teaching and learning. There are various factors that play a part in effective integration of computer technology into educational system with teachers as the most critical factor and significant part of the educational process of change.
A pilot survey has been conducted to investigate the current use of computer technology by high school and university teachers of English as a foreign language in Kazakhstan and to develop an initial understanding of how and why they use technology. The survey was completed by 66 English teachers who were the members of NATEK – National Association of Teachers of English of Kazakhstan which has 18 branches all over Kazakhstan. The survey included questions related to teachers’ administrative and pedagogic use of computers, their beliefs about the pedagogical benefits of computers and their beliefs about computers and their integration in the classrooms. The main findings from this survey study indicated that, generally, teachers see computer technology as potentially valuable and are using a number of computer applications in their classrooms. However, they also experience barriers that inhibit the effective use of this technology. These barriers as well as suggestions for overcoming them will be presented and discussed.
computer technology, pedagogic use of technology, administrative use of technology.