ΤHE IMPACT OF COGNITIVE DIMENSION OF TAM-PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE IN TEACHERS’ ATTITUDES TOWARDS ICT’S INTEGRATION IN TEACHING ANCIENT GREEK LANGUAGE IN LOWER SECONDARY SCHOOL: THE CASE OF GREECE

Abstract

This study aims to delve deeper into Greek teachers’ attitudes towards the use of ICT in ancient Greek teaching, in Greek public lower secondary schools, representing an attempt to identify the Cognitive Dimension of Greek teachers’ of ancient Greek language (philologists) attitudes. More specifically, the main goal is to examine Perceived Ease of Use and Perceived Usefulness concerning teachers’ of ancient Greek degree of familiarity with ICTs and the degree of effectiveness in ICT’s integration in teaching and learning practice.

            As for Perceived Ease of Use this research study investigates, in respect of teachers’ attitudes:

a)      ICT’s degree of personal and educational use,

b)     Self-perception degree towards ICT’s use, and

c)      Degree of ability in ICT’s teaching integration.

            As for Perceived Usefulness this study investigates:

a)      ICT’s usefulness degree in achieving learning objectives,

b)     Usefulness degree in teaching application of ICT, and

c)      ICT’s effectiveness degree as for teachers’ role.

            Broadly speaking, the research findings reveal that teachers of ancient Greek, use ICTs to do their lesson preparation and planning, but they are not used to integrating technology in teaching practices.

            Yet, Greek teachers of ancient Greek language consider -as important barrier/factor to use ICT in teaching and learning process- their lack of effective training in ICT’s teaching use. As a result, they show low self-perception degree -as for ICT’s use- and become more and more reluctant to adopt new technologies in teaching and learning procedure. Moreover, the findings stress that Greek philologists firmly believe that ICT can be used as an innovative tool of teaching and learning procedure, motivating teachers and increasing their interest in teaching approach. However, New Educational Technology is not applied in teaching practice and teachers of ancient Greek language -denied to ‘escape’ from traditional ways of teaching- prefer conventional/traditional teaching practices in ICT’s use to modern/contemporary teaching methods, achieving mainly cognitive goals.

            To sum up: a) gender, b) years of experience in teaching, c) specific knowledge in teaching ancient Greek language with ICT, and d) appropriate in-service training on ICTs have a significant impact on teachers’ of ancient Greek attitudes, regarding whether or not ICT’ s use enhance:

a)      traditional teaching style,

b)     linguistic literacy,

c)      critical literacy,

d)     sociocultural literacy.

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