Introduction

In the 21st century, everyone believes technology is the most important part of their life. With the
advanced technology, the work of organizations would be in speedy motion. Therefore,
technology is also vital in promoting education, both in schools and universities. Dawes (2001)
stated that new technologies have the potential to upkeep education across the curriculum and
teachers can make use of the opportunities to be efficient in teaching. Although technology in
education can transform teaching from traditional to up-to-date, problems may arise when there
is a lack of qualified teachers, lack of support from the school or university, insufficient amount
of devices and many other factors. Similarly, the willingness of teachers to teach effectively with
the use of technology is dependent upon the availability and accessibility of technology related
resources (ICT resources).
Due to ICT’s importance in society as well as in the future of education, realizing teachers’
perceptions in using technologies and difficulties encountered while using ICT tools in the
classroom would be an important step in improving the quality of teaching and learning
(Ghavifekr et al, 2016). Balanskat, Blamire, and Kefala (2006) argue that although teachers try to
promote the use of technology in classroom, they continue encountering obstacles while
adopting these technologies into their teaching and learning. Moreover, some teachers may be
reluctant to integrate technology in the classroom because they think the difficulties outweigh the
benefits.
Many studies have been done on the challenges and attitudes of techers’ using ICT tools in
education (Ghavifekr et al (2016), Al-Zaidiyeen et al (2010), Hennessy et al (2010), etc). But
few studies have been found on using technologies in the classroom in Myanmar. Therefore, this
paper studies teachers’ perceptions and difficulties of using technologies in the classroom from
English Department in Mandalay University, Myanmar. The main objectives of this study are as
follows:
1) To identify teachers’ perceptions of using (information communication) technology (ICT
tools) in the classroom
2) To determine the difficulties encountered while using technologies (ICT tools) in
teaching English in the classroom
3) To realize teachers’ voices on overcoming the difficulties of using technologies (ICT
tools) in the classroom
However, in this paper, technologies refer to common ICT tools that are using in Mandalay
University such as computer, laptop, projector, LCD, digital Audio and Video devices.
Literature Review
Using technologies (ICT tools) in the classroom has most often been studied in terms of
difficulties by many researchers in the past years. Schoepp (2005) found out that all teachers
experience barriers to technology integration although there is a wide range to the degree in
which faculty members integrate technology. Similarly, Rababah et al (2012)’s study revealed
that the integration of ICT in EFL instruction is generally low among the EFL teachers due to
key barriers that face them. Because of these barriers, there is an insufficient or no integration of
ICT in Jordanian schools. Al-Zaidiyeen et al (2010) found out that the teachers’ attitudes towards
the use of ICT had a direct relation with the use of ICT for educational purposes. Their findings
result in a positive correlation between teachers’ level of ICT use and their attitudes levels.
Moreover, Ghavifekr et al (2016)’s findings indicated that there is a high level of challenges of
using ICT tools in teaching and learning in the classroom among teachers.
According to Technology Acceptance Model, Venkatesh and Davis (2000) said that the intention
to use technology by an individual is determined by two beliefs: perceived usefulness (PU) and
perceived ease of usefulness (PEU).
Perceived Usefulness (PU) – the degree to which a person believes that using a particular
technology will enhance his or her job performance.
Perceived Ease of Usefulness (PEU) – the degree to which a person believes that using a
particular technology will be free of effort
According to Schoepp (2005), a difficulty or challenge is defined as “any condition that makes it
difficult to progress or to achieve an objective”. Integrating ICT into teaching and learning is a
complex process and teachers may encounter a number of difficulties. Some of the main
difficulties of teachers’ use of ICT tools in classroom are as follows:
Limited accessibility and network connection
Many studies report that lack of access to resources, lack of access to technology are the most
common difficulties that prevent teachers in using technologies (ICT tools) in the classroom.
Sometimes, inaccessibility of technology resources can be a result of a number of factors such as
the non-availability of the hardware and software or other technology materials, poor quality
hardware, inappropriate software, lack of personal access of teachers. Lack of broadband internet
access is the main reason of lack of access to technology.
Limited technical support
This is also the top difficulty to technology use in education. When teachers encounter technical
problems (waiting for websites to open, failing to connect to the Internet, printers not printing,
malfunctioning computers/laptops, and teachers having to work on old computers, projector is
not working, computer/laptop cannot connect to the projector), there is a lack of support or
delayed support to make them have a smooth delivery of the lesson or the natural flow of the
classroom activity. These technical faults might discourage teachers from using ICT in their
teaching because they have a fear of equipment breaking down during a lesson.
Limited time and space
Several studies indicate that teachers have competence and confidence in using computers in the
classroom but they make little or no use of technologies in the classroom due to lack of time.
Some teachers state that they lack time to prepare lessons, explore and practice using the
technology, deal with technical problems, and receive adequate training (Becta, 2004). Some
teachers have to rush to finish the syllabus if they use technologies in the classroom. Moreover,
some teachers may claim that classroom size may be one of the factors that prevent them to use
technology devices. If there is not enough room for teaching activities with the use of ICT tools,
teachers will be reluctant to use technology in the classroom.
Lack of teachers’ competency
Another difficulty is teachers’ competence in integrating ICT into teaching practice. Newhouse
(2002) stated in his Australian research that many teachers lacked the knowledge and skills to
use computers and they were not very willing to learn the updated technology and to integrate
technology into their classroom. Hence, lack of teacher competence may be one of the important
factors to consider while eliminating the difficulties.
Limited amount of technology devices
Although teachers are competent and confident to use computers/ laptops, projectors and other
ICT devices, they have to share these devices with others which lead them avoid using
technology in the classroom. Even though lessons are planned to teach with projector and laptop,
there is a lack of devices for the class period when all the devices are using at the same time at
other classes.
Attitudes towards using technology
Teachers’ attitudes also affect the use of technology in the classroom. Some proficient teachers
are confident of their teaching strategies that they don’t need or they don’t prefer to use ICT
tools. On the other hand, some are worried that there will be malfunctions of devices which lead
to time consuming although they have adequate knowledge of ICT skills.
In the developing countries, it is always hard to make the technology use in the classroom to be
the most beneficial factor as barriers exist everywhere. In Myanmar, teachers may have positive
attitudes towards using ICT tools in the classroom but their difficulties may not outweigh their
perceptions. Thus, this study intends to realize the main factors of their difficulties as well as to
identify their perceptions of using technology in the classroom in Mandalay University context.
In addition, some teachers’ attitudes towards overcoming the difficulties are noted for promoting
technology use in the future.
Research Questions
1. What are perceptions of using technologies (ICT tools) in teaching in the classroom
among EFL teachers in MU?
2. What are difficulties of using technologies (ICT tools) in teaching in the classroom
among EFL teachers in MU?
3. What are voices on overcoming the difficulties of using technologies (ICT tools) in the
classroom among EFL teachers in MU?

METHODOLOGY
Research Design
In this paper, both qualitative and quantitative methodology are used to collect and analyze the
data obtained from all the respondents. A questionnaire was modified from MOJET (Malaysian
Online Journal of Educational Technology Volume 4, Issue 2) and IJRES (International Journal
of Research in Education and Science) and adapted according to the context and culture. The
questionnaire was designed specifically to address research objectives with regard to teachers’
perceptions and difficulties in using technologies (ICT tools) in Mandalay University in
Mandalay, Myanmar.
Instrumentation & Sampling
A questionnaire consisting of two sections which consist of 20 items and 18 items respectively
and 5 open-ended questions were given among respondents followed by interview with five
teachers from Mandalay University. The questionnaire was based on 5-point Likert Scale
ranging from: 5= always, 4= often, 3= sometimes, 2= rarely and 1=never. A total of 25 teachers
from Mandalay University were selected as the sample for the study. The sample responded to
the statements given and chose their answers based on their perceptions. The survey was
distributed by hand to the respondents.
Data Collection Procedures
The data collection process contains two steps. Firstly, the questionnaire together with consent
form have been distributed to 25 teachers from Mandalay University. All of the participants
volunteered themselves in the research. Secondly, 5 teachers are selected randomly who
volunteered for interview with the researcher. The interview is recorded and some of their voices
are written at the back as a reference.
Data Analysis
In this paper, the data is collected from 23 staff (18 Female and 5 Male) of English Department
from Mandalay University. Their teaching experiences range from 21-30 years to 1-3 years.
There is also a wide range of age from 46-55 to 30 or less. According to their personal
background information, all participants use a computer and the internet to update their
knowledge.
The data is collected in the form of 2 questionnaires: perceptions and difficulties followed by
some open-ended questions. Thus, data will be analyzed in three parts. The table below shows
EFL teachers’ perceptions of using technologies (ICT Tools) in teaching in the classroom.
Table 1 EFL Teacher’s Perceptions of Using Technologies (ICT Tools) in Teaching in the
Classroom
Items Always Often Sometimes Rarely Never DS
1 The use of technology enables 52% 40% 4% 4%
the students’ to be more active
and engaging in the lesson.
2 Students try harder in what they 26% 44% 30%
are learning
3 Students feel more autonomous 13% 57% 30%
in their learning (they can
repeat exercises if needed,
explore in more detail topics
that they are interested in, etc)
4 Students understand more 30% 52% 18%
easily what they learn
5 Students remember more easily 26% 57% 13% 4%
what they have learnt
6 Using ICT tools facilitates 35% 44% 21%
collaborative work between
students
7 Using ICT tools improves the 40% 43% 13% 4%
class climate (students more
engaged, less disturbing)
8 Technology makes it easier for 40% 47% 13%
teachers to stay organized
9 Using ICT tools in the 62% 21% 13% 4%
classroom saves time and effort
10 Using ICT tools makes teaching 62% 30% 8%
more enjoyable
11 Using ICT tools makes teachers 48% 52%
 much more productive
12 Teaching with ICT tools offers 35% 48% 13% 4%
real advantages
13 ICT tools have proved to be 56% 40% 4%
effective learning tools
14 Using ICT tools can enhance 44% 44% 8% 4%
students’ learning
15 Using ICT tools will improve 44% 30% 22% 4%
education
16 Teachers could make 17% 40% 35% 4% 4%
interactive lesson without using
technology in the classroom
17 Teachers find it easier to teach 35% 35% 26% 4%
by using ICT tools in the
classroom
18 Teachers think that technology 62% 30% 4% 4%
supported teaching makes
learning more effective.
19 The use of internet helps 78% 18% 4%
teachers to improve teaching
with more updated materials.
20 I think the use of ICT tools 61% 26% 9% 4%
improves the quality of
teaching.

According to Table 1, all perceptions of the teachers are seen as positive perceptions. Almost all
the teachers say that the use of internet helps them to improve teaching with more updated
materials with the rate of 78% (always) and 18% (often) although one teacher did not attempt to
give her view on this statement. Most of the teachers think that there is a positive relationship
between using technology and students’ engagement. 52% of the participants state that the use of
technology always enables the students’ to be more active and engaging in the lesson. Likewise,
all the staff agree that it enhances students’ learning as no views were found in the rarely and
never column. Using ICT tools can also create more effective teaching. This was proved by the
statement 18 and 20 that over half of the participants gave their views as ‘always’. This was also
confirmed according to statement 11 which say ‘using ICT tools makes teachers much more
productive’ with 52% of the participants who state ‘often’ and 48% of the participants who state
‘always’. Moreover, 62% of the participants stated that using ICT tools always saves time and
effort but there was a disagreement to them because one participant stated her view that it rarely
saves time and effort. However, it was also found out that some teacher did not want to state
their opinions on some of the statements. They seemed to be confused to give their points of
view on them.
Although teachers have positive attitudes towards using technologies (ICT Tools), they also find
many difficulties that they want to overcome to be able to use them effectively. Table 2 describes
their difficulties when using ICT tools in the classroom and preparing the lessons using
technologies.

Table 2 Difficulties of Using Technologies (ICT Tools) in Teaching in the Classroom

Items Always Often Sometimes Rarely Never DS
1 There need to provide more 57% 14% 21% 4% 4%
computers/ laptops
2 There is an insufficient number of 26% 44% 18% 8% 4%
internet-connected computers
3 Internet connections break down 26% 57% 13% 4%
while downloading materials
4 Office computers out of data and/or 8% 23% 57% 8% 4%
needing repair
5 Teachers lack adequate skills of 4% 62% 34%
using technology
6 There is an insufficient technical 18% 64% 18%
support for teachers
7 There is an insufficient pedagogical 44% 48% 8%
support for teachers
8 There is a lack of pedagogical 8% 52% 36% 4%
models on how to use ICT tools for
teaching
9 There is a limitation for teaching 62% 13% 25%
time organization
(fixed lesson time, limited time for
course, etc)
1 Teaching space organization is not 18% 30% 35% 13% 4%
0 appropriate for using technology
(classroom size and furniture, etc)
1 There is a pressure to prepare 16% 44% 40%
1 students for exam and tests
1 Teachers don’t prefer to use 14% 47% 35% 4%
2 technology in the classroom because
setting up the devices can be very
troublesome.
1 The benefits of using technology in 8% 44% 40% 8%
3 teaching are unclear.
1 There is an inadequate amount of 14% 26% 44% 8% 4% 4%
4 learning resources, course curricula
and learning materials that
 incorporate ICT use.
1 Teachers are not very confident to 14% 35% 47% 4%
5 use technology in the classroom due
to lack of expertise.
1 Electricity is not very reliable 18% 42% 18% 18% 4%
6
1 Using technology is time consuming 4% 8% 52% 32% 4%
7 and teachers have no time to finish
up the syllabus
1 Teachers’ workload becomes a 48% 36% 8% 8%
8 burden to use ICT tools in the
classroom

According to Table 2, the most difficult situation for teachers is found out to be due to limited
teaching time organization. 62% of the participants stated that it is always happen that there is a
fixed lesson time and limited time for course. Usually, teaching period lasts 50 minutes for one
period and teachers might find it difficult for them to integrate technology in that period to save
time. Another difficulty teachers most often encounter might be limited technical support for
teachers. 64% of the participants agree to that statement in that they need more support when
they find problems in using technology. Moreover, nearly half of the participants stated their
difficulty that they sometimes lack pedagogical support to use technology in the classroom.
However, some teachers did not seem to agree that using technology is beneficial because 44%
of the participants stated their view as ‘The benefits of using technology are SOMETIMES
unclear’. According to statement 5, lack of teacher’s competency is another factor that teachers
find difficulty in using technologies.
In addition to perceptions and difficulties, open-ended questions are added to get to know more
about teachers’ voices in using technologies in the classroom. Almost all of the teachers agree
that using ICT tools can maximize the motivation of the students. They have a common response
in that powerpoint, video clip, audio clip can stimulate students’ interest and it saves time.
Students become more active and engaging in the lessons without getting bored. They also
assume that most students prefer learning with technology. However, 2 participants surprisingly
responded that they do not think students’ motivation will be increased by using ICT tools
because some students are not familiar with ICT tools. s
Findings and Discussion