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Title: The perspectives of EFL teachers on the integration of ICT into their teaching practices in the context of Iranian schools : an activity theory perspective
Author: Mozafari, Parivash
ISNI:       0000 0004 5924 2557
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2016
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Underpinned by a socio-cultural epistemology and utilising an interpretivist qualitative paradigm, this study aims to explore Iranian EFL teachers' perspectives on the integration of information and communication technology (ICT) into their teaching. Data collection was carried out during October-December 2013 held with 9 Iranian EFL teachers - five males, four females- from across 6 schools in Tehran. The focus was on the individual and contextual factors that had influenced and shaped the perceptions and practices of these teachers. Data was collected based on a total of 36 face-to-face individual semi-structured interviews that were guided by 27 observations of classroom practices. Thematic analysis of the data indicated that ICT uptake by participants was seriously hampered by several interacting and interrelated areas that influenced participants' perspectives and practices. These include inadequate technological infrastructures (in and out of schools' settings), poor or lack of technical support, teachers' insufficient expertise and self-efficacy related to technological pedagogical content knowledge (TPACK) as a result of inadequate continual professional development (CPD), nature of the national curriculum, assessment system, shortage of time, rules and regulations, and other human and contextual factors that will be discussed holistically as an activity system in this paper.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB Theory and practice of education