Researching Arabic language teacher cognition and ICT

Conducted in the heart of the Arab world, this study is an exploration of an issue of burgeoning interest among Arabic language educators and researchers: the use of information and communication technology (ICT) in teaching Arabic as a foreign language. Specifically, it explores ICT use in an international university in Cairo, Egypt and underlines the significance of understanding teachers pedagogical beliefs towards technology in facilitating its effective integration into the curriculum. Due to the complexity of drawing clear lines between concepts as beliefs, attitudes, knowledge and personal theories, the use of the inclusive term teacher cognition follows the work of Woods (1996), Johnson (2006) and Borg (2003; 2006), to refer to the different aspects of teachers mental processes. Studies on teacher cognition and ICT use conducted outside the English-speaking world have identified context-specific features which had a bearing on their respective learning environments (e.g. Vrasidas & McIsaac, 2001, Zhong & Shen, 2002; Demetriadis et al., 2003). Because the introduction of technology into Arabic language classrooms is relatively recent, further investigation is needed to elucidate the distinguishing features of these emerging ecologies (Zhong & Shen, 2002). Methods of data collection include one questionnaire, a number of semi-structured interviews, in-class observations, and video-recorded stimulated recalls. The data has been triangulated further through interviews with the chair of the program, the head of the CALL Unit, and members of the computing units at the university.