scholarly journals YOUTUBE WITHIN ESL CLASSROOM: EXPLORING AN INSTRUCTOR’S AND HER LEARNERS’ EXPERIENCES CONCERNING THE AUTHENTICITY OF LANGUAGE AND TECHNOLOGY USE

2017 ◽  
Author(s):  
Berlian Nur Morat ◽  
Anis Shaari ◽  
Mohamad Jafre Zainol Abidin ◽  
Amelia Abdullah
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Authentic Materials ◽  
Technology Application ◽  
Use Of Technology ◽  
Printed Materials ◽  
Journal Entries ◽  
Esl Classroom

Purpose – This study was aimed to explore the experiences of an instructor and her learners concerning the authenticity of language and technology use in YouTube-aided ESL classroom. Methodology – A qualitative case study was employed involving an ESL instructor and seven learners from a higher learning institution in Malaysia. To achieve the objective, the experiences were uncovered through in-depth interviews and a series of journal entries. Findings – The findings demonstrate that the content of YouTube could be exploited to expose the learners to authentic English. In addition to that, the web 2.0 features of YouTube can familiarise the learners with the current technology application. Significance – This study is significant as it shares with the readers the experiences of an ESL instructor and the learners concerning the potential of YouTube in offering authentic materials and use of technology. By adopting an online video platform and not relying solely on textbook and other printed materials, ESL practitioners are anticipated to be more creative in delivering the subject. This is especially true in teaching today’s generation who is the digital native. Accordingly, it helps ESL instructors to be able to keep pace with the trendy technology in order to enhance teaching and learning as well as fulfilling current learners’ technological demand.

scholarly journals Unpacking Teacher’s Self-understanding in Technology Use during COVID-19 Pandemic

2021 ◽  
Vol 2 (3) ◽  
pp. 364-373
Author(s):  
Fatimah Zahro Assidiq ◽  
Dewi Rochsantiningsih ◽  
Nur Arifah Drajati
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Future Perspective ◽  
Small Scale ◽  
Ministry Of Education ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Task Perception ◽  
Professional Teaching

The spread of Covid-19 virus has suddenly forced face-to-face learning into online learning. These sudden changes give impacts to professional teaching and learning practices of teacher, teacher not only gives the material but also use technology maximally during this pandemic. The role of teachers and their professional self-understanding has become increasingly complex. This current study led to know about the teacher’s self-understanding in the use of technology during the pandemic. Based on the purpose of the study, this study adopted a small-scale case study with one participant who is an EFL teacher from one of private senior high school in Surakarta, Indonesia. This case study used semi-structure interviews and classroom observations for collecting data techniques. To collect the data, researcher used teacher’s self-understanding theory from Kelchtermans (1993). These teacher’s self-understanding has five components, (1) self-image; (2) self-esteem; (3) task-perception; (4) job motivation; and (5) future perspective. After collecting the data, researcher applied an interactive model analysis. The results showed that (1) teacher’s self-understanding in the use of technology becomes more positive. This understanding brings teacher to become part of booster teaches conducted by The Ministry of Education and Culture, and (2) the inclusion of informal, self-initiated, and self-regulated procedures has supported the modifications of these components of teacher’s self-understanding when she used technology.

Designing a Computer Network in Building a Smart School with Case Study of SMA Negeri 1 Kediri

2020 ◽  
Vol 8 (2) ◽  
pp. 177
Author(s):  
Ni Putu Ega Meiliana Wijaya ◽  
I Komang Ari Mogi
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Computer Network ◽  
Integrated System ◽  
Network Development ◽  
Top Down ◽  
Star Topology ◽  
Use Of Technology ◽  
School Concept

Smart school is a technology-based school concept used in the teaching and learning process in the classroom. The use of educational technology includes an integrated system that assists the educational community in carrying out their respective functions with the aim of developing the potential of students. The use of technology in the field of education is expected to help and facilitate students and schools in conducting learning so that technology is able to facilitate and solve problems in learning. In building smart schools, it is also necessary to design technology developed in technology. The concept of network development that will be used is to use the Top-Down method and the topology used is to use ring topology and star topology. With the development of smart schools, it is expected that education using technology will continue to develop.

scholarly journals Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Gregory L. Waddoups ◽  
Scott L. Howell
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Rapid Growth ◽  
Teaching And Learning ◽  
Church Membership ◽  
Educational Practices ◽  
Brigham Young University ◽  
Secular Education ◽  
Use Of Technology

The primary purpose of Brigham Young University (BYU) is to provide students with a combination of sacred and secular education often described as the “BYU experience.” Achieving this purpose is challenged by the rapid growth in Church membership and an enrollment cap of 30,000 students. To address these challenges, BYU sponsors the use of technology to bridge the gap between the increased Church membership and the number of students allowed under the enrollment caps. This institutional case study shows how these challenges have influenced the hybridization of teaching and learning for on campus (resident) and off campus (distance) students. It also describes how BYU has brought distance education to campus, and is beginning to bring campus-based educational practices to distance education.

A Case Study of Translanguagingin Bilingual Teaching and Learning in Public Universities in Malaysia

2021 ◽  
Vol 12 (3) ◽  
pp. 381-389
Author(s):  
Zuraini Ramli Et.al
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Public Universities ◽  
Higher Learning ◽  
Medium Of Instruction ◽  
Bilingual Teaching ◽  
Audio Recordings ◽  
Learning Institutions ◽  
Cross Language

This study aims to explore the cross-language learning, referred astranslanguaging in bilingual teaching and learning(T&L) at the level of higher learning institutions, through the analysis of case studies conducted at three Public Universities (UA) in Malaysia. This study uses a case study method involving three lecturers in three UAs in Malaysia. Data is derived from audio recordings of three lectures per lecturer, in-class observations, as well as interviews with lecturers and a group of students from each class.Alllecture recordings and interviews were transcribed and qualitatively analysed.This study shows that translanguaging occurs in all recorded T&L sessions.Translanguagingbecomes the practice for bothlecturers and students as it encourages students to be more interactive and responsive and to prepare students to join the broaderscientific community on an international level.This study is equally crucial for both partiessince the use of a language ​​other than the medium of instruction should be given space in T&L in public universities which uses English as the medium of instruction.

Implementing a Problem-Based Technology Learning Environment to Foster Cultural Literacy and Responsiveness Instructional Skills

2014 ◽  
pp. 147-159
Author(s):  
Blanche Jackson Glimps ◽  
Theron Ford
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Single Case ◽  
Cultural Literacy ◽  
Single Case Study ◽  
Daily Lives ◽  
Technology Learning ◽  
Use Of Technology ◽  
Portable Computers

Technology is part of our daily lives; we can observe the use of technology in our cell phones and portable computers and, most notably, within classrooms. If used within the proper pedagogical context, computer-aided technology can be quite advantageous to teacher educators whose pedagogical belief is also centered on teaching and learning that is responsive to students’ needs and cultures. When technology is combined with Problem-Based Learning (PBL), it can be a powerful aid to help pre-service teachers build cultural literacy and the skills needed to be responsive to students’ needs. This chapter presents a single case study of the highly successful academic outcomes through the wedding of PBL and technology.

Mathematics Gaming in Early Childhood

2015 ◽  
pp. 351-364
Author(s):  
Alejandra Salinas ◽  
Chu Ly
Keyword(s):  
Early Childhood ◽  
Video Games ◽  
Technology Use ◽  
Instructional Video ◽  
Specific Content ◽  
Expert Teacher ◽  
Use Of Technology ◽  
Learning Mathematics ◽  
White Boards

Use of technology and video games are highlighted as important mathematical practices as part of the Common Core State Standards (2010). However, research around technology use in early childhood classrooms, particularly the use of video games that target specific content, is sparse. This chapter briefly reviews the existing literature around these topics. Moreover, it describes the moves an expert teacher incorporates into her practice to effectively and appropriately integrate instructional video games as a tool for learning mathematics in a kindergarten classroom. Results of this case study indicate that when integrated appropriately, video games and the use of Interactive White Boards (IWB) can lead to an increase in children's motivation and engagement with learning mathematics.

Mathematics Gaming in Early Childhood

2019 ◽  
pp. 564-574
Author(s):  
Alejandra Salinas ◽  
Chu Ly
Keyword(s):  
Early Childhood ◽  
Video Games ◽  
Technology Use ◽  
Instructional Video ◽  
Specific Content ◽  
Expert Teacher ◽  
Use Of Technology ◽  
Learning Mathematics ◽  
White Boards

Use of technology and video games are highlighted as important mathematical practices as part of the Common Core State Standards (2010). However, research around technology use in early childhood classrooms, particularly the use of video games that target specific content, is sparse. This chapter briefly reviews the existing literature around these topics. Moreover, it describes the moves an expert teacher incorporates into her practice to effectively and appropriately integrate instructional video games as a tool for learning mathematics in a kindergarten classroom. Results of this case study indicate that when integrated appropriately, video games and the use of Interactive White Boards (IWB) can lead to an increase in children's motivation and engagement with learning mathematics.

scholarly journals Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model

2022 ◽  
Vol 12 (1) ◽  
pp. 54
Author(s):  
Clever Ndebele ◽  
Munienge Mbodila
Keyword(s):  
South Africa ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Technology Use ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Historically Disadvantaged ◽  
Acceptance Model

The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

scholarly journals Technology in University Physical Activity Courses: A Mini-Ethnographic Case Study

2019 ◽  
Author(s):  
Dannon Cox ◽  
Jennifer Krause ◽  
Mark Smith
Keyword(s):  
Physical Activity ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Ethnographic Case Study ◽  
Pedagogical Tool ◽  
Campus Environment ◽  
College And University ◽  
Use Of Technology

As younger generations become increasingly reliant on technology, higher educational institutions must continually attempt to stay with or ahead of the curve to foster 21st century teaching and learning. College and university physical activity courses (PACs) are encouraged to incorporate technology for effective pedagogical practices. No qualitative research has specifically examined the culture of PACs instructors’ attitudes and experiences with technology as a pedagogical tool. A mini-ethnographic case study explored the use of technology among seven graduate teaching assistants who shared their pedagogical experiences, teaching practices, and perceptions of technology within PACs. Using an interpretive phenomenological analysis, composite narrative accounts were presented to highlight unique characteristics of PAC instructors and develop meaning from their lived experiences. The findings revealed that PAC instructors use varying forms of technology, but all instructors rely on learning management systems as a pedagogical tool, which can be influenced by campus environment, pedagogical experiences, and social support. This pilot study contributes to the current gap in research related to technology in PACs and addresses the need to properly prepare instructors to teach in the digital age.

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