Eliciting Jordan's secondary schools' stakeholders perceptions on the use of educational technology in the teaching and learning of english

Recently, different types of advanced educational technology is being used and employed in the teaching and learning processes at various educational settings and levels. In many ways, technology it has seen as an enabler to both the teaching and learning processes. There is a need for collaboration of all who are directly and indirectly involved in teaching process. Without sufficient training and opportunities to learn and relearn new technology. This study is intended and wondering how to elicit and investigate the challenges and problems on the Educational Technological Tools (ETT) Usage in Jordan private secondary schools? This research aimed to examine the effect of gender, experience, and qualification on the use of (ETT) by secondary English language teachers from the perspective of the educational supervisors. This study was design, using a mix-method case-study approach, to explore Educational Supervisors’ (ES) perspectives on the use of Educational Technological Tools (ETT) for Teaching and Learning of English (TLE) focusing on the data collected from all the relevant stakeholders. The respondents of the study were educational supervisors and teachers affiliated to secondary schools located in Amman. The findings revealed that there is a lack of agreement in ETT Usage in the teaching process surfaced as the data presented. A concern that in both the teachers’ and educational supervisors’ views, strongly affected the using technology and teaching process. Low motivation, and job satisfaction, as well as the shortage of ETT in the Jordanian schools. This current study could make a significant contribution to this area particularly in filling in the gaps connecting the current trends on the ETT Usage in the field of English language education in Jordan private secondary schools