School-Based Variations In Technology Acceptance In Secondary Level English Language Classrooms: A Systematic Review

Abstract

Technology has been an integral part of every sphere of life. The utilisation of tech-based devices in academics is no exception. Educators and learners use technology to impart education and acquire knowledge. Incorporating technology into English language teaching/learning began in the latter half of the 1950s and early 1960s, with the appearance of Computer-Assisted Language Learning (CALL) and early systems such as PLATO (1960) (Warschauer, 1996; Levy, 1997). English, as the first language and as the second language, is taught in secondary classes in Kolkata. Kolkata provides a suitable setting for this review because its school system includes institutions affiliated with different educational boards that differ considerably in terms of infrastructure, funding, approach to tech-based resources, and organisational assistance for technology integration. This review paper examines the school-based variations in technology acceptance in secondary-level English language classrooms in Kolkata. The chosen educational institutions are affiliated with the West Bengal Board, Government Schools, and ICSE. The paper is based on twenty studies. Two theoretical models are used to examine how infrastructure, teacher competence, socio-economic background, and institutional support affect ICT adoption. The findings in this paper reveal a clear distinction in the quality of teaching between ICSE and West Bengal Board government schools.