Abstract:

This study aims to investigate barriers to technology integration into teaching Chinese as a foreign language (CFL). A case study research method is adopted in the project. The participants are in-service CFL teachers in Queensland secondary schools.

The data were collected from interviews. A total of 14 participants involved in this study, each interviewed for four times. A total of 58 interviews were collected for further analysis. The researcher used NVivo to analyse interview data and identified common themes for the study. The themes identified by 50% of or more participants were determined as common themes. Seven identified common themes were COVID 19 pandemic, Role of the Department of Education in Queensland, Parent-related factors, Technology-related factors, Student-related factors, School-related factors, and Teacher-related factors. Among those factors, barriers were identified. For example, teacher-related barriers included a lack of time for e-class preparation and technology learning, a lack of tech- and Chinese- relevant Professional Development, a lack of technological knowledge, and traditional pedagogical belief.

The findings of this study are expected to help teachers, school principals, and policymakers understand and overcome the barriers to technology integration in CFL education and improve the effectiveness of CFL teaching and learning with modern technology.

Keywords:

Technology integration, Chinese instruction, COVID-19 as a barrier to technology integration.