A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Teachers' Roles <s> In Scotland, ICT is clearly integral to the existing curriculum in primary and secondary education, see, for example, the 5–14 Development Programme or Higher Still in which information technology is identified as one of the core skills areas (HSDU, 1998). In light of current UK-wide developments such as the National Grid for Learning (NGfL) and the New Opportunities Fund (NOF) funded training in ICT for teachers and librarians, it is all the more important to understand teachers' ICT skills and knowledge needs, to discover their priorities for future development and to establish what will encourage teachers to adopt ICT where appropriate in their professional lives as classroom practitioners, as planners and managers and as learners. An investigation of the ICT skills and knowledge needs of teachers working in Scotland was therefore commissioned by the Scottish Office and completed by the authors. This paper reports on that study indicating relatively low use of ICT and a number of key issues which have implications for teacher training and development. The full report is available on the Scottish Executive website <s> BIB001 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Teachers' Roles <s> Abstract In many countries the use of Information and Communication Technology (ICT) in education has been stimulated. To explore the implementation process and its support within secondary schools, research was conducted on modelling aspects of ICT implementation in Dutch secondary school practice. Case studies were carried out in 10 secondary schools by interviewing the school board, school leader, ICT co-ordinator, some teachers, pupils who liked ICT, pupils who did not like ICT, and some parents. In addition, relevant school documents were studied and lesson practice was observed. The information was subjected to a qualitative analysis from multilevel and school development points of view. The empirical results suggest five successive phases of ICT implementation within schools, which constitute five models representing the gradual ICT transformation of educational and learning processes. The fifth model, however, was designed theoretically as this phase had not yet been realised in educational practice. Finally, educational and policy support actions to the ICT transformation process in school are presented in a structured way. The results are worthwhile for school practice and national policies, but they also need further underpinning and validation through research in other schools. <s> BIB002 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Teachers' Roles <s> Given the widely recognized importance of culture for the successful implementation of information and communication technology (ICT), this study explored the cultural perceptions of high school EFL (English as a Foreign Language) teachers in Syria toward ICT. Using both quantitative and qualitative research methods, the study sought to determine the teachers’ overall perceptions of ICT as influenced by their national culture and school culture(s). The findings point to a notable conservatism in participants’ perception of ICT in education and society at large. Teachers were mainly concerned about the morally damaging effect of ICT, its inattentiveness to their cultural and language needs, and its growing primacy at the expense of other societal needs. Hence, participants urged for the creation of local computers and software that would better serve Syrian identity and culture. The implications of the findings are discussed. <s> BIB003
Teachers are the main agents of integrating technology in the classrooms. If we do not consider their role in implementing technology, it will bring about just limited effects for the learning process  .  stated that technology itself does not make a significant effect on learners' achievement without paying attention to the teachers' role in its integration. According to  and Zhu (2010), teachers are considered as an important factor in educational technologies. Technologies are increasing basic changes in the teachers' role and in the classroom activities. Zhu (2010) said that teachers have different roles. They are called expert, formal authority, personal model, facilitator, and delegator. In the role of expert, the teachers should have a lot of knowledge about the area they teach and should play the role of knowledge source for their learners. In the role of authority, the teachers should be very knowledgeable about the subject they teach and they consider themselves to be authoritarian in this area and learners should follow the rules the teachers determine for them. In the role of model, what the teachers say, perform or indicate in the classes acts as a model for learners to follow and learn from their teachers and this role can have an important effect on their learners' development (Zhu, 2010) . In the role of facilitator, the teachers guide their learners to learn new things according to what they already know and facilitate their learning processes. In the delegator role, the teachers give assignments to learners and urge ijel.ccsenet.org International Journal of English Linguistics Vol. 7, No. 5;  them to work independently. According to Zhu, Valcke, and Schellens (2010) , the adoption of particular teacher roles in the use of technologies can facilitate or stop learners' ability to acquire language skills. It should be mentioned that teachers can adopt the above roles in different situations.  stated that technologies change the teaching and learning process and the roles of the teachers will certainly change. Teachers will have the roles of information consultants, team collaborators, facilitators, course developers, and academic advisors. Cuban (1986) indicated that teachers are the gatekeepers of instructional technology. Teachers have a significant role in performing changes into their classes and providing the bridge between the school's objectives and the advantages learners get from these objectives. Teachers are the key persons in using ICT in schools because they are at the center of changing and can change the teaching and learning process; thus, the implementation of ICT depends on their eagerness and skills BIB002 ). BIB003 emphasized that teachers who have positive beliefs in the cultural aspects of computer technology will use it in education. BIB001 expressed that teachers should be skilled to implement ICT in teaching and learning effectively. According to Tong and Trinidad (2005) , some teachers accept the application of computers in their classes but they do not know how to change their teaching methods.