scholarly journals Pre-Service Teachers’ Perception and Vision about TPACK and Its Implementation

2021 ◽  
Vol 20 (1) ◽  
pp. 142
Author(s):  
Arrizalu Arsa Ringotama
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
English Education ◽  
Language Education ◽  
Information And Communications Technology ◽  
Teaching With Technology ◽  
Education Department ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching

The need for educators to integrate the use of technology in the classroom is growing for the past few years. However, previous studies indicated that the use of Information and Communications Technology (ICT) is still at a low level of what the education program requires. Furthermore, it seems that in the field of language education, there is limited research focusing on pre service teachers (PTs). Therefore, to address this gap, this paper aims at investigating how the pre service teacher's understanding of the TPACK principle and how they will apply TPACK in their classroom. This mix-method study is using TPACK questionnaire and interview through a random sampling of 68 pre-service teachers of English Education Department of UNS. Furthermore, the results revealed that most of the participants understood the concept of TPACK well, and they also had various ways to apply it in their classroom. It is expected that knowing pre service teachers' (PTs) perceptions about TPACK in teaching and learning process that can be beneficial for both English Education Department programs and PTs, such as understanding the PTs' teaching abilities, development of the use of technology in teaching by pre service teachers in order to improve teacher department programs itself to develop the teaching practice with the support of technology. In addition, this study has implications for experts interested in the development and assessment of pre service teachers' understanding of teaching with technology.

Teaching with Technology: Active Learning in International Studies

2017 ◽  
Author(s):  
Steven F. Jackson
Keyword(s):  
Distance Education ◽  
World Wide Web ◽  
Teaching And Learning ◽  
World Wide ◽  
New Technologies ◽  
Personal Digital Assistant ◽  
International Studies ◽  
Teaching With Technology ◽  
Use Of Technology ◽  
Technology In Teaching

The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.

scholarly journals Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge

2021 ◽  
Vol 11 (1) ◽  
pp. 390-400
Author(s):  
Anis Rahmawati ◽  
Nunuk Suryani ◽  
Muhammad Akhyar ◽  
Sukarmin Sukarmin
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Information And Communications Technology ◽  
Self Assessment ◽  
Central Java ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Fast Development ◽  
Effective Use ◽  
Building Engineering

Abstract The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.

scholarly journals Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL)

2021 ◽  
Vol 13 (14) ◽  
pp. 7568
Author(s):  
Lim Lai Wah ◽  
Harwati Hashim
Keyword(s):  
Second Language ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Confirmatory Factor ◽  
Training Institutions ◽  
Positive Effect

The advancement of technology has led to a paradigm shift in the educational system, especially in classrooms. Technological tools have been used for language teaching in recent years, and it is proven that the use of technology enhances teaching and learning experiences. However, the researchers lamented the lack of use of technology by pre-service to teach English as a second language (ESL). This study aims to investigate factors that influence pre-service teachers’ intention of using technology for teaching ESL. This research applied the Unified Theory of Acceptance and Use of Technology (UTAUT) with some modifications to the constructs. Using simple random sampling, this study distributed questionnaires to 257 ESL pre-service teachers in Malaysia. Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to analyse the data. The findings showed that technological, pedagogical, and content knowledge (TPACK) had a significant positive effect on the intention to incorporate technology in teaching. This study provides knowledge on the factors that influence ESL pre-service teachers’ intention to use technology in the classroom. It is hoped that this study can provide information for teacher training institutions to develop strategies and a new framework to address pre-service teachers’ concerns in technology utilisation for teaching ESL. As a conclusion, further study could be conducted qualitatively to better understand the subject matter.

scholarly journals Innovative Learning Strategies to Increase Students’ Participation and Quality of English Teaching and Learning Process

2021 ◽  
Vol 26 ◽  
pp. 314-325
Author(s):  
Andi Tenri Ampa ◽  
Nurqalbi Nurqalbi
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Research Subjects ◽  
Education Department ◽  
Innovative Learning

Abstract: One of the factors that may influence the success of the teaching and learning process is to use appropriate and innovative strategies of both online and offline. Therefore, the study aimed to describe the extent to which the lecturers of the English education department at Faculty of Teachers Training and Education, Unismuh Makassar apply innovative learning strategies to increase the students’ participation and the quality of the teaching and learning process. The study used a 'mixed method', namely by obtaining quantitative and qualitative data. The research subjects were lecturers of the English language education department with the criteria that they had obtained an educator certificate. The research instrument used a questionnaire to answer the problems and to achieve research objectives. Data analysis was performed using descriptive statistics. The results showed that the innovative teaching strategies used by the lecturers were cross over teaching, teaching through smart boards, flipping classrooms, collaboration, virtual reality, cloud computing, inquiry-based teaching and problem-based learning.

scholarly journals Teachers’ perceptions toward TED-ED in Listening Class insight the Era of Disruptive Technology

2018 ◽  
Vol 2 (2) ◽  
pp. 222
Author(s):  
Candradewi Wahyu Anggraeni ◽  
Lilia Indriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
World Englishes ◽  
Disruptive Technology ◽  
Process Technology ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Technology In Teaching

<p align="center"><strong>Abstract </strong></p><p>In the era of disruptive technology in the educational aspect, the teachers need to pay attention to the use of technology in teaching and learning process.  Technology can be virtues or hurdles for the students and teachers. Therefore, the teachers must be wise in deciding the teaching strategies so that the use of technology in the classroom will be more effective and efficient. One of the examples of technology is the existence of a website or online media to support teaching and learning process. Regarding this phenomenon, this study is carried out to explore the teachers’ perceptions toward TED-ED in listening class insight the era of disruptive technology. The qualitative research method in the form of a case study is used to expose the teachers’ perceptions. The instrument of data collection is an open-ended interview. The findings show that there are two perspectives toward the use of TED-ED in Listening Class. The two perceptions reveal the benefits and drawbacks that cover the aspects of abundant resources, illustration, world Englishes, assignments, speed, and teacher’s role. This study has theoretical, pedagogical, and practical significances in the field of teaching Listening.</p><p> </p><p> </p>

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

scholarly journals Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Alethea C. De Villiers ◽  
Maxwell M. Sauls
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Intermediate Phase ◽  
Phenomenological Approach ◽  
Creative Arts ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Conversational Interviews

The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.

scholarly journals THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING

2015 ◽  
Vol 3 (1) ◽  
pp. 111-114
Author(s):  
Lazar Stošić
Keyword(s):  
Educational Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Information And Communication

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

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