O n f e r e n c e

Disscussion of the methodological problems and challenges 
At the planning stage the methodological challenge was the creation of a questionnaire. 
As this research tool is sufficient to investigate the respondents’ opinions and 
perceptions, its use is questionable for examining the respondents’ performance. 
Obviousy, its weak point is the lack of control of the reliability of respondent’s answe
rs. 
The respondents may present themselves in a better light, which can be intentional or 
uninentional. The questionnarie as the research tool was selected assuming the high 
coherence in teachers’ answers in the previous surveys (Gajek 2008).
At the conducting stage it turned out that a very popular technique, that is the use of 
youtube in class had not been included in the list of ICT-based activities. The 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
respondents mentioned this activity in an open question. What is more, some 
respondents 
–
teachers at stage 2, indicated in their answers to open questions, did not 
understand many of the questions related to technology. 
At the level of analysis it turned out that the contextual factors such as age, language 
taught are essential.
Statistically there is a significant difference in the use of technology in terms of hardware 
and software for private purposes between teachers of different age groups. The 
youngest and the oldest teachers do not participate in the international projects as often 
as the middle aged ones. Young teachers agree more than other teachers with the 
opinion that 
Computer will never replace the teacher
. The respondents, who were 
teachers of English significantly more often use electronic dictionaires, games and 
interactive whitboards. What is more, the teachers of English agree significantly more 
often with the statement that 
Languages should be taught in direct contact, also via ICT, 
with foreign learners.
The teachers of German use games and interactive whiteboards 
significantly less often than other teachers.
Participation in an eTwinning or Comenius international project encourages significant 
increase in the use if ICT for video and photo documentation of events, writing blogs and 
videoconferences. 
The use of electronic dictionaires is significantly interrelated with participation in social 
networkig, videoconfeences, writing blogs, photo and video documentation of events, 
reading and listening texts in the language they teach.
However, there are no clear contextual or perceptual factors related to technology which 
differentiate teachers particpants in international projects and teachers who do not 
telecollaborate. Both groups present similar opinions on the use and effectivenes of 
technology, in some case the opinions of non-participants are slightly more positive. This 
requires in-depth analysis of the inconsistencies whether the answers reflect hype or 
overestimation of technical aspects or there are other circumstations which cause such 
effects. Some teachers who participate intensively in projects do not have access to ICT 
in schools 
–
they use their private computer and internet devices, which blurrs the 
coherence of answers. What is more, a great number of respondents who do not