Journal of Language and Linguistic Studies, cilt.16, sa.2, ss.626-646, 2020 (Diğer Kurumların Hakemli Dergileri)
When technology is integrated into instruction in conjunction with effective teaching practices, it can enrich and
enhance teaching and learning processes. With the changes in the nature of education wrought by advances in
technology, teachers’ key role in the successful integration of technology into the classroom has gained further
significance. Therefore, it has become critical to understand the factors affecting teachers’ technology integration.
The present case study conducted with 70 university-level Turkish EFL teachers focuses on the factors affecting
teachers’ technology integration practices and specifically explores teachers’ knowledge about computer software
programs, personal computer-use habits, attitudes toward and self-confidence in integrating computer-based
technologies into teaching, and their views about school climate and support. Analysis of the data coming from a
questionnaire demonstrates that teachers know well about commonly-used software programs, they have positive
attitudes toward using technology in their teaching, they have a high level of self-confidence in integrating
technology into their teaching, they enjoy positive school climate among colleagues, but they see limited support
from administration especially in terms of technological infrastructure and instructional encouragement. The
findings of this study have implications regarding technology integration in the classroom in that teachers need to
be provided with ample technology, along with administrative and technical support as well as continuous training
specifically designed to address their identified needs in technology use and integration.