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Barriers about utilizing technological tools and the role of a principal: Autoethnography

Research output: Contribution to Journal/MagazineJournal articlepeer-review

E-pub ahead of print
  • Kristo Ceko
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<mark>Journal publication date</mark>23/05/2022
<mark>Journal</mark>Studies in Technology Enhanced Learning
Number of pages16
Publication StatusE-pub ahead of print
Early online date23/05/22
<mark>Original language</mark>English

Abstract

This study uses autoethnography as a research design, exploring my role of principalship toward technology integration in the language classroom and the EFL teachers’ resistance to using computer-assisted language learning (CALL). Such resistance has created severe stress and an emotional threat to my well-being. Therefore, this tension between resisting EFL teachers and me has affected my administration skills, roles, and the relationship with the EFL teachers. Being both the research subject and the researcher in the authentic social context of a language school has provided me with a meaningful opportunity to investigate the tension in this autoethnographic study. The main data used for this study are my own memories and reflective analysis. In addition, semi-structured interviews were employed to assess how I created the culture of encouraging technology integration in my language institution. Findings have revealed my positive attitude toward technology integration and a range of problems encountered by EFL teachers that may have created tension between EFL teachers and me. In addition, this self-study has revealed other associated issues such as autocratic response, time constraints, a lack of experimentation, and the need for peer observation of CALL activities—further helped me develop a better perception of CALL resistance and different barriers impede its integration.