Technology in Teaching: A Small-Scale Narrative Study of Technology Adoption by Japanese Professors of EFL
Abstract: Using Social Constructivism to negotiate meaning, this paper relates a qualitative study focusing on the adoption of technology in teaching by two Japanese professors of English as a Foreign Language (EFL). A narrative approach was used in order to see what kind of themes would emerge as these participants were interviewed about their use of technology. Dominant themes were time and frustration. The use of technology helped these teachers to save time in class for one, and out of class for the other, but learning curves and inefficient systems also caused them both to lose time, mainly as a result of deficiencies in institutional support. Frustration was related those issues and other institutional factors. This paper concludes with a discussion of the potential impact culture played in the interview process.