O n f e r e n c e

Short paper 
Theoretical ground
The theoretical ground for the study is established on Christensen and Knezek (2008) 
model of technology adoption by teachers. According to the model at stage 1: 
(Awareness) a teacher knows that technology exists but does not use it. At Stage 2: 
(Learning the process) the teacher tries to overcome frustration caused by the first 
attempts to use ICT. At Stage 3: (Understanding and application of the process) the 
teacher manages to invent ICT-based tasks useful in his or her teaching context. At 
Stage 4: (Familiarity and confidence) the teacher gets some confidence in using ICT, 
which makes the process more comfortable. At Stage 5: (Adaptation to other contexts) 
the teacher perceives the computer as a tool and focuses more on its functionality than 
on the technology. ICT becomes a didactic aid. At Stage 6: (Creative application to new 
contexts) the teacher is able to integrate technology into the curriculum and creatively 
apply it in the classroom. 
However, the investigation of the relation between opinions and practice was based on 
Fishbain and Ajzen’s model of planned behaviour (1980) and its adaptation to innovative 
use of technology by teachers innovators (Cox 2000).
 
Description of the reseach
The aim of the study was to find the relations between contextual factors and the use of 
CALL in teaching practice in the light of teachers’ of languages opinions on the role of 
technology in teaching languages. 
The research questions are formulated as follows: 

Is there a corelation between the use of technology in private contexts and its 
professional use? 

Is there a difference in perceptions and contextual factors between teachers who 
participate in international projects (stage 6 and 5 of Knezek and Christansen 
model) and teachers who adopt technology at lower stages of this model. 

Is the technology a significant factor which influences teachers’ participation in 
international projects? 

Is there a direct link between teachers’ opinions and professional activities
? 
670 teachers of languages from all regions of Poland, who worked at all educational 
levels, participated in the study. Half of them participated in international projects. The 
survey was distributed and submitted via the internet. Thus, teachers at stage 1 were 
not participated in the study. They were deliberately excuded as the resarch conducted in 
2005 on a randomly selected representative sample of language teachers in Poland 
showed that 92% of teachers were compent users of a word editor, 88% could use the 
Internet and 84% could use electronic mail (Gajek 2008). That is why, 8 years later (in 
2013) it was assumed that the number of teachers at stage 1 is marginal.