scholarly journals The Use of ICT to Improve Teachers' Skill in Language Learning in the Classroom

2018 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
O Suzana Rahman
Keyword(s):  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Interesting Topic ◽  
Information And Communication ◽  
Teaching Learning

The utilization of Information and Communication Technology (ICT) in language learning has been an important and interesting topic both among students and also teachers. there are some suggestions about what to prepare and what activities that can be conducted by teachers in the classroom, especially for teaching-learning of English language that can be applied for all subject. The use of ICT will not only improve teacher's skill, but it will also make teachers more creative in preparing the material that will be transferred to the students.

Information and Communication Technology in Language Learning

2019 ◽  
Vol 8 ◽  
Author(s):  
Rajabova Diloram Rakhimbayevna ◽  
Sultanbayeva Sabokhat ◽  
Otanazarova Yulduz
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Level Of Involvement ◽  
Information And Communication ◽  
Ict Tools

     This thesis deals with the possible help of technology for learners of the English language, especially for those suffering from any kind of SLD. It describes the concept of a multisensory approach together with individually preferred learning styles applied in learning the language through the use of ICT tools, related methods, and benefits, and provides several practical examples. It is focused on the level of involvement of human senses in particular interactive ICT activities available for learning the English language.

scholarly journals Impacts of an Information and Communication Technology-Assisted Program on Attitudes and English Communication Abilities: An Experiment in a Japanese High School

2020 ◽  
Vol 37 (2) ◽  
pp. 100-133
Author(s):  
Yuki Higuchi ◽  
Miyuki Sasaki ◽  
Makiko Nakamuro
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Utilization Rate ◽  
Learning Program ◽  
School Students ◽  
Information And Communication

We conducted a randomized experiment targeting 322 Japanese high school students to examine the impacts of a newly developed English-language learning program. The treated students were offered an opportunity to communicate for 25 minutes with English-speaking Filipino teachers via Skype several times a week over a 5-month period as an extracurricular activity. The results show that the Skype program increased the interest of the treated students in an international vocation and in foreign affairs. However, the students did not improve their English communication abilities, as measured by standardized tests, probably because of the program's low utilization rate. Further investigation showed that the utilization rate was particularly low among students demonstrating a tendency to procrastinate. These results suggest the importance of maintaining students’ motivation to keep using such information and communication technology-assisted learning programs if they are not already incorporated into the existing curriculum. Having procrastinators self-regulate may be especially crucial.

scholarly journals Use of ICT to Enhance the Learning Process in Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 97-102
Author(s):  
Chetlal Prasad ◽  
Pushpa Gupta
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Information And Communication ◽  
Teaching Learning

ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.

scholarly journals Experimentar con TIC en la formación inicial de profesores

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 255-274
Author(s):  
Natália Lopes ◽  
Anabela Gomes
Keyword(s):  
Elementary Education ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Processes ◽  
Future Teachers ◽  
Information And Communication ◽  
Ict Tools ◽  
Teaching Learning

En una sociedad en la que las tecnologías poseen cada vez mayor relevancia, son varios los argumentos que justifican su integración en la escuela. Efectivamente, el uso de las Tecnologías de la Información y Comunicación surge como una gran y valiosa posibilidad de cambio, ofreciendo al proceso de enseñanza-aprendizaje un nuevo soporte. Parece evidente que su uso constituye un hecho inevitable al que ningún docente debería permanecer indiferente. Esta es la finalidad del artículo, al preocuparse por la importancia de utilizar las TIC en el contexto de prácticum. Para ello, se presenta un relato de diez seminarios de practicum realizados en la Universidad de Trás-os-Montes e Alto Douro (Portugal), con futuros/as profesores/as de diferentes áreas de enseñanza básica y su potencial formativo. En este contexto, se recurre al uso de diferentes tecnologías para presentar herramientas susceptibles de ser usadas en las aulas,mostrar su utilidad en la futura práctica pedagógica y dejar indicadores para que los futuros docentes pudiesen elaborar materiales pedagógicos digitales capaces de responder a sus intenciones didácticas y, también, a los ambientes de aprendizaje que crean conforme a sus características y estilos de aprendizaje. Se concluye con una reflexión sobre la pertinencia de estos seminarios y la utilidad de las TIC en el contexto del prácticum. In a society in which technologies have increasing relevance, there are several arguments for their inclusion in school. Indeed, the use of Information and Communication Technology emerges as a great and valuable possibility of change, a new support of teaching-learning processes. It seems clear that its use constitutes an unavoidable fact to which no teacher should remain indifferent. This is the purpose of this article which focuses on the importance of ICT in the context of practicum placements. To this extent, we describe 10 seminars about practicum placements in the Trás-os-Montes y Alto Douro University (Portugal), with future teachers of elementary education. During these seminars some ICT tools were presented so that students could check how they could use those tools in their lessons, show their usefulness in their future teaching and leave advice on how future teachers might elaborate digital pedagogical materials which respond to their educational intentions and to different learning environments according to learning characteristics and styles. It concludes by highlighting the relevance of these seminars and the usefulness of ICT in the context of practicum placements.

scholarly journals Information And Communication Technology (ICT) Utilization In Technical-Vocational Schools In Region V: Basis For Five-Year ICT Development Plan

2015 ◽  
Vol 2 ◽  
pp. 61-69
Author(s):  
Prolucen C. Velarde ◽  
Richie C. Velarde ◽  
Cheryll V. Bermudo ◽  
Relly C. Velarde
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Development Plan ◽  
Vocational Schools ◽  
Validity And Reliability ◽  
Information And Communication ◽  
Ict Tools ◽  
Ict Development ◽  
The Government ◽  
Teaching Learning

The study was conducted focused on the utilization of Information and Communication Technology in Technical-Vocational Schools in Region V, Philippines, School Year 2011-2012. It determined the profile of teachers, adequacy of ICT equipment, competence of teachers and their relationships. The data were gathered through a questionnaire-checklist formulated by the researcher. The validity and reliability of the instrument were ensured. Findings revealed that the majority of the teachers are 26 years old and above. Three-fourths of them have attended a very minimal number (1-3 times) of ICT – related training. Eighty-four percent of the teachers have master’s degrees; fifty percent of them have served the government for more than 10 years; fifty-eight percent were occupying Teacher I position; twelve percentage designated to different administrative functions. There is fairly adequate ICT tools and equipment and the teachers are competent in working with word processors only. Furthermore, the age of teachers and the competences is significantly related to using ICT tools and equipment. The researcher concluded that there is a dearth of ICT-related training for teachers of all age levels and ICT tools and equipment should be procured to sustain the development of competence among teachers. It is recommended therefore to implement the proposed ICT development plan and the conduct of further research on the extent of utilization of ICT tools and equipment along the actual teaching-learning process.

scholarly journals ICT Immersion in Different Domains of Teaching Profession – A Literature Review

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Shabir Ahmad Bhat, ◽  
Dr. Anoop Beri
Keyword(s):  
Information And Communication Technology ◽  
Work Stress ◽  
Communication Technology ◽  
Vital Role ◽  
Teaching Profession ◽  
Learning Activities ◽  
Education Access ◽  
Information And Communication ◽  
Access To Knowledge ◽  
Teaching Learning

Information and communication technology (ICT) plays a vital role in various domains of teaching profession. It is directly concerned with different perspectives of teaching and incorporated the teachers to cope with the forthcoming challenges of educational society viz a viz quality and efficiency of education, access to knowledge, flexibility, lack of qualified and skilled teachers, teaching learning activities, high dropout rates and so on. In the present paper researcher explored some of the important domains about the teaching profession with special reference to ICT effective usage and integration as: i) Competency, ii) Motivation, iii) Work Stress, and iv) Accessibility. Comprehensive details of this paper revealed that ICT immersion in different domains of teaching profession strengthen the overall educational system throughout the globe.

scholarly journals PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI DALAM PEMBELAJARAN: PELUANG, TANTANGAN, DAN HARAPAN

2015 ◽  
pp. 321-332
Author(s):  
Sudirman Siahaan
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Positive Contribution ◽  
Learning Achievement ◽  
Instructional Activities ◽  
Information And Communication ◽  
Teaching Learning ◽  
The Impact

Abstrak:Teknologi informasi dan komunikasi (TIK) memberikan kontribusi yang positif terhadap peningkatan hasil belajar peserta didik. Tidak ada yang mempermasalahkan pernyataan ini apabila TIK memang dimanfaatkan secara terencana, terpadu, dan teratur di dalam kegiatan pembelajaran. Sekalipun demikian, hasil penelitian atau kajian tentang pemanfaatan TIK hanya menitikberatkan pada pengaruh/dampak terhadap hasil prestasi belajar peserta didik; tetapi kurang menekankan pada tantangan-tantangan atau kesulitan-kesulitan guru dalam memanfaatkan TIK untuk pembelajaran. Dengan kata lain, apakah TIK di sekolah-sekolah sudah dimanfaatkan secara terencana, terintegrasi, dan teratur? Manakala jawabannya sudah, langkah-langkah apa yang telah dilakukan untuk memanfaatkan TIK di dalam kegiatan pembelajaran? Manakala jawabannya belum, faktor-faktor apa saja penyebabnya? Mengapa ada sebagian sekolah yang maju dalam pemanfaatan TIK-nya dan diikuti dengan peningkatan prestasi belajar peserta didiknya (TIK memberikan dampak positif)? Tentunya ada faktor-faktor tertentu, baik peluang, tantangan (kendala/hambatan),maupun harapan yang perlu diperhatikan manakala akan memanfaatkan TIK di dalam kegiatan pembelajaran. Masalah inilah yang menggugah penulis untuk melakukan kajian yang didasarkan pada berbagai referensi yang didukung hasil pengamatan dan diskusi terbatas dengan pendidik dan tenaga kependidikan. Tujuannya adalah untuk mengetahui berbagai peluang, tantangan, dan harapan di dalam pemanfaatan TIK untuk pembelajaran yang dapat dijadikan sebagai rujukan/acuan untuk memfasilitasi guru dalam melaksanakan kegiatan pembelajaran melalui pemanfaatan TIK.Kata-kata kunci: Teknologi informasi dan komunikasi (TIK), pembelajaran, prestasi belajarAbstract:Information and communication technology (ICT) gives positive contribution to the improvement of students learning achievement. No one will argue on this statement as long as ICT is appropriately utilized (well planned, integrated, and sustained) in the instructional activities. However, most research or studies on ICT utilization only focus more on the impact of students’ learning achievement and less on the challenges that teachers face in utilizing ICT in their teaching learning process. In other words, has ICT utilization in schools been well planned, integrated, and sustained? If the answer is “Yes”, what are the steps that have been taken to utilize ICT for learning? If the answer is “No”, what are the causes? Why are there some more developed schools in utilizing ICT and followed with improvement of their students’ learning achievement (ICT gives possitive impact)? It can be stated that there are some factors of opportunities, challenges, as well as hopes that need to be considered before or during utilizing ICT in teaching-learning process. This has attracted the author to conduct a study that is based on some references and supported by some observation and discussion with some teachers and educational personnels. The objective of this study is to know some opportunities, challenges, and hopes in ICT utilization for learning that can be used as references to facilitate teachers in utilizing ICT in their teaching-learning process.Keywords: Information and Communication Technology (ICT), learning, learning achievement

Sign in / Sign up

Export Citation Format

Share Document