Teachers’ Attitudes about Computer Technology Training, Professional Development, Integration, Experience, Anxiety, and Literacy in English Language Teaching and Learning
Fouzieh Sabzian, Abbas Pourhosein Gilakjani

Abstract
Computer technology is an important and necessary part in our personal and professional lives. It has made many of our everyday tasks easier and faster. In the classrooms, some important variables such as the classroom teacher and the teacher’s attitudes towards the effective use of computer technology have not been paid attention. This paper examines how teachers understand the use of computer technology resources in English language teaching. The aims of this paper are to define the teachers’ attitudes, explain teachers’ attitudes and computer technology training, discuss computer technology and professional development, elaborate teachers’ attitudes and computer technology integration, define teachers’ attitudes and computer experience, discuss teachers’ attitudes and computer anxiety and interest, and review teachers’ attitudes and computer literacy. By reviewing the related literature, it is indicated that simply introducing computer technology resources does not guarantee teachers’ use of these in practice. Knowledge of teachers’ attitudes about teaching, learning, and computers provides them the opportunity to design and implement English language teaching and learning.

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