scholarly journals Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Meng Zhang ◽  
Sitong Chen
Keyword(s):  
Technology Use ◽  
Attitudes Towards Technology ◽  
Efl Teachers

scholarly journals Indonesian Teachers’ Perceived Technology Literacy for Enabling Technology-Enhanced English Instruction

2021 ◽  
Vol 6 ◽  
pp. 18-35
Author(s):  
Eugenie Mainake ◽  
Shannon M McCrocklin
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Technology Use ◽  
School Facilities ◽  
Technology Literacy ◽  
Teacher Preparedness ◽  
Public High Schools ◽  
Structured Interviews ◽  
Ongoing Training ◽  
Efl Teachers

Today, technology plays a pivotal role in language teaching and many teachers are expected to integrate technology into their instruction. Although studies have shown positive results from the incorporation of technology into language learning, many studies have also raised concerns about lack of teacher preparedness to teach with technology. Grounded in the TPACK Framework developed by Koehler and Mishra (2006), the present study examines teachers’ technology literacy for supporting technology-enhanced English as a Foreign Language (EFL) instruction in Maluku, Eastern Indonesia. The participants (n=43) were EFL teachers at public high schools and vocational high schools in Maluku. The data were collected using an online TPACK questionnaire (Schmidt et al. 2009) and semi-structured interviews with EFL teachers. The findings showed teachers’ awareness of the significance of technology use in their EFL instruction. Teachers acknowledged a handful of tools already deployed to improve English skills inside and beyond classrooms, but noted needs for effective CALL enactment, such as continued training and accessible technologies. Based on the findings, recommendations include the provision of training modules for ongoing training of in-service teachers and improved school facilities.

scholarly journals Attitude Of Technology And Their Impact On Interest Of Internet Banking

2021 ◽  
Vol 2 (3) ◽  
pp. 183-191
Author(s):  
I Gusti Ayu Ratih Permata DEWI
Keyword(s):  
Technology Use ◽  
Internet Banking ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Primary Data ◽  
Savings And Loans ◽  
Analysis Technique ◽  
Attitudes Towards Technology ◽  
Repeated Use ◽  
Use Of Internet

This study aims to determine the effect of perceived benefits, ease of use and trust in the attitude of using technology and its impact on the intention to use Internet Banking (Empirical Study: Customers of PT. Bank Rakyat Indonesia Tbk, Gianyar Branch). PT. Bank Rakyat Indonesia Tbk as one of the largest banks with branches in every city and units in almost every sub-district level, has become one of the banks used as customers to make savings and loans and other transactions. The data used are primary data. D ata primary obtained from questionnaires distributed to the Customer PT. Bank Rakyat Indonesia Tbk Gianyar Branch. The data analysis technique used is regression analysis multiple linear . The results showed that perceived usefulness, ease of use and trust had an effect on attitudes towards technology use. Furthermore, the attitude of using technology affects the interest in repeated use of internet banking.

Evaluating rates of technology adoption and milking practices on New Zealand dairy farms

2015 ◽  
Vol 55 (6) ◽  
pp. 702 ◽  
Author(s):  
J. P. Edwards ◽  
B. T. Dela Rue ◽  
J. G. Jago
Keyword(s):  
Cluster Analysis ◽  
New Zealand ◽  
Technology Adoption ◽  
Technology Use ◽  
New Technologies ◽  
Investment Decisions ◽  
Dairy Farms ◽  
Significant Potential ◽  
Attitudes Towards Technology ◽  
On Farm

This study assessed technology use and evaluated rates of technology adoption and milking practices on New Zealand dairy farms. Industry surveys were conducted in 2008 and 2013, when farmers were asked a series of questions relating to their physical farm details, their role in the business, their attitudes towards technology, the technologies they had on-farm and their levels of satisfaction. In total, 532 and 500 respondents were questioned in the two surveys, respectively, with a similar representation of rotary and herringbone dairies. Questions relating to attitudes towards new technologies were subjected to a cluster analysis using the 2013 dataset. Farmers were classified into two categories, ‘fast’ and ‘slow’ adopters. Fast adopters are more likely to have a rotary, with a larger farm and more cows. The most common technology in herringbone dairies is automatic vat washing and in rotary dairies automatic cluster removers (ACR). Rotary dairies equipped with ACR, automatic drafting and automatic teat spraying achieve greater labour utilisation (cows/labour unit). Around half of farmers with herringbone dairies sometimes or always wait for slow-milking cows to milk out and 85% of farmers do not know the their ACR settings, highlighting significant potential to improve milking efficiency. Overall, technology is associated with greater labour utilisation. However, the benefits of each technology should be scrutinised to ensure appropriate investment decisions are made by farmers.

scholarly journals THE ROLE OF TECHNOLOGY IN TEACHERS’ CREATIVITY DEVELOPMENT IN ENGLISH TEACHING PRACTICES

2018 ◽  
Vol 29 (2) ◽  
pp. 177
Author(s):  
Fitriah Fitriah
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Technology Use ◽  
Teaching Practices ◽  
Classroom Practices ◽  
Future Research ◽  
Mixed Methods Design ◽  
Efl Teachers ◽  
Creative Pedagogy

This study investigates teachers’ views on the role of technology in building their creativity during teaching practices within the context of Indonesian higher education. An exploratory mixed methods design was employed by interviewing 20 EFL teachers about the role of technology in teachers’ creativity and administering a creativity questionnaire to 175 teachers. The findings revealed that teachers are aware of the importance of technology in creativity. Technology appears to help them explore their creativity and encourages learners’ creativity in a way that it helps transfer their creativity into reality, makes the activities more authentic, and provides teaching materials on various topics. However, there is no clear evidence about how these teachers use technology in their actual classrooms. In general, the way in which technology was utilized in teaching was limited and largely influenced by other factors, such as teachers’ willingness to learn, students’ participation, frequent interaction, and cooperation. This implies the need for future research to investigate the creative pedagogy of technology use in the classroom to contribute to improving classroom practices with regard to creativity and technology use.

scholarly journals EFL teachers� beliefs and practices about digital learning of English

2020 ◽  
Vol 5 (2) ◽  
pp. 304
Author(s):  
Arif Nugroho ◽  
Ira Mutiaraningrum
Keyword(s):  
Technology Use ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Digital Learning ◽  
Structured Interviews ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers Professional Development

The last two decades have been the witness of many studies reporting the disparity between EFL teachers� beliefs and practices in technology integration around the world. Notwithstanding the enormous studies on EFL teachers� beliefs and perceptions of digital technology use for language classroom, the literature has still been silent on the relation between Indonesian EFL teachers� beliefs and practices. The present study thus sheds some light on 15 EFL teachers� beliefs and practices about digital learning of English in Indonesia. Drawing on data from the written reflections and semi-structured interviews, the findings revealed that these EFL teachers were well equipped with the importance and objective of teaching English by means of digital devices, but appeared hesitant and lacked of preparation in their teaching practices. The semi-structured interview further depicted that their unconfident and lack of preparation was not only a result of inadequate training but also of limited resources and digital facilitation. The institutional supports influenced by environmental readiness also affected their efficacy for digital learning of English. The findings contribute to the realm of English language teaching with regards to offering literature of EFL teachers� professional development.

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