scholarly journals LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS` VIEWS AND ITS CHALLENGES

2020 ◽  
Vol 3 (3) ◽  
pp. 163
Author(s):  
Yentri Anggeraini
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
New Technology ◽  
Group Discussion ◽  
English Teachers ◽  
School Practices ◽  
Positive Effects ◽  
Workshop Training ◽  
Teacher Professional

The update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. It enjoys, motivates, and facilitates the students in learning English This qualitative research aimed at analyzing the English teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. The results indicated that the English teacher provided digital teaching tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from You Tube as the digital media. Lack of training for teachers, lack of time, and lack of facilities were the challenges for the English teachers in order to apply the digital teaching efficiently and create their own digital media in the school practices. Findings suggest that English teachers should participate actively on the teacher professional developments such as group discussion, workshop, training, and seminar in order to be familiar with the evolution of the new technology.

scholarly journals Analysis of Communication and Information Science Education Inclusivity in a STEM Environment in Zimbabwe

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Alois Matorevhu
Keyword(s):  
Focus Group ◽  
Digital Media ◽  
Education System ◽  
Social Life ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Information Science ◽  
Group Discussion ◽  
Teachers College ◽  
High Competence

Communication and Information Science (CIS) can be effectively applied in a STEM environment if ICT is accessible to people including those who are visually impaired (VI). This is premised on that Information and Communication Technology (ICT) has invaded every part of society, from home, industry and social life, as the world moves rapidly into digital media.  One way of ensuring the effective inclusion of VI people in communication and Information Science is to have an education system from preschool, secondary through to tertiary which has inclusive ICT education. Apart from engendering CIS, ICT promotes/enhances student-centered learning consistent with STEM objectives. Through Zimbabwe’s education system, the visually impaired (VI) people like anybody else, need to understand and apply ICT as a tool to aid their learning, professional development, and a means of socializing. What is questionable is whether the education system of Zimbabwe from preschool, prepares VI people to be effective users of ICT as STEM objectives suggest.  In order to gain insight, curricula documents for a selected teachers’ college T and Ministry of Primary and Secondary Education curriculum documents were analyzed.  Also, data was generated through interviews and focus group discussion with VI pre-service teachers at teachers’ college T. The interviews and focus group discussions aimed to generate data through VI pre-service teachers’ reflections on their primary and secondary school days, juxtaposed with their current experience during teacher training with respect to inclusivity on use of ICT as a tool for teaching and learning, aiding personal learning and social life interactions. All the 10 VI pre-service teachers involved in the study concurred that if ICT learning and application begins as early as primary level, one is bound to develop high competence and confidence in ICT use. However, a very supportive environment, morally and materially, was seen as crucial in developing high competence and confidence levels of VI persons in using ICT for learning and in social life.

scholarly journals Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development

2020 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
English Teachers ◽  
Reflective Teaching ◽  
Intensive Training ◽  
Teacher Professional ◽  
Field Notes

<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used as the main data collection method. From this program, it was found that the English teachers encountered plethora of challenges in developing reflective practice due to their lack of understanding of reflective teaching. However, the teachers show an improvement in implementing reflective teaching strategies after their participation in the training. Recommendations to include reflective practices in teacher professional development programs is drawn based on the findings.</p>

scholarly journals Teachers’ Code Mixing and Code Switching: Insights on Language Barriers in EFL Classroom

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 80-91
Author(s):  
Rafqi Awlia Siddiq ◽  
Martin Kustati ◽  
Luli Sari Yustina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Classroom Practices ◽  
English Teachers ◽  
Code Switching ◽  
English Language Teaching ◽  
Code Mixing ◽  
Language Classroom ◽  
Teachers And Students ◽  
Depth Interviews

This study aims to investigate code mixing and code switching used by English teachers in EFL classrooms. There are two major focuses in this study; the type of dominant code mixing and code switching used by the teachers. A qualitative study was used where the data were teachers’ language classroom gained by observing their classroom practices and utterances obtained through in-depth interviews. The result shows that there were three kinds of code mixing found in teachers’ and students’ utterances in EFL classroom. They were intra-sentential code mixing, intra-lexical code mixing, and pronunciation shifting. The study also found that there were four kinds of code switching found in teachers’ and students’ utterances. They were random mixing, English-Indonesian translation or vice versa, English precedes Indonesian or vice versa, and English sentences precede Indonesian sentences or vice versa. It indicated that code mixing and code switching cannot be separated in English language teaching and learning process. This study has proved that the English teachers used code mixing and code switching in teaching speaking in some types.

scholarly journals Smartphone Applications as a Teaching Technique for Enhancing Tertiary Learners' Speaking Skills: Perceptions and Practices

2019 ◽  
Vol 14 (09) ◽  
pp. 74
Author(s):  
Mohammed Abdulgalil Abugohar ◽  
Kamariah Yunus ◽  
Radzuwan Ab Rashid
Keyword(s):  
Adult Learners ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Group Discussion ◽  
Smartphone Applications ◽  
Teachers Perceptions ◽  
Digital Era ◽  
Teaching Technique ◽  
Oral Skills ◽  
Speaking Skills

Utilizing technology and the Internet to keep up with the 21st century language teaching and learning has become trendy in this digital era, highlighting promising features that are expected to tackle one of the most demanding crucial skills in English as a foreign language (EFL) context; yet a difficult one to master; that is, speaking English accurately, confidently and fluently. This study aims at investigating teachers’ perceptions and the current actual practices of utilizing a package of three categories of smartphone applications as a prescribed teaching technique with the purpose of fostering Saudi tertiary students' oral skills, correlating these perceptions with actual classroom practices. Adopting a mixed-mode approach, the data for this study were gleaned from two data collection instruments– an electronic questionnaire designed using SurveyMonkey as a platform, and encoded data from focus group discussion. On receiving 45 complete responses, the IBM SPSS (V24.0) was used to do the statistics, whereas the data from the discussion were thematically analysed. The findings revealed that the majority of participants have high, inspiring positive perceptions of using smartphone applications in teaching speaking. Based on the data obtained, it is concluded that despite EFL teachers' high positive perceptions of smartphone applications used for promoting adult learners' speaking skills, classroom practices reveal weaknesses and insufficient actual experiences. Pedagogically, the study recommends innovating, implementing, and integrating smartphone applications in teaching oral skills, along with drilling teachers and learners on how to effectively utilize them.

scholarly journals Student Engagement: Enhancing Students’ Appreciation for Learning and Their Achievement in High Schools

2017 ◽  
Vol 9 (3) ◽  
pp. 67
Author(s):  
Solmaz Khodaeifaal
Keyword(s):  
Social Media ◽  
High Schools ◽  
Student Engagement ◽  
Digital Media ◽  
Teaching And Learning ◽  
Intrinsic Value ◽  
School Context ◽  
Content Learning ◽  
Positive Effects ◽  
The Impact

Students’ perspectives and ideas related to classroom learning seem to be mostly ignored in high schools. Not only does this issue result in both teachers and students struggling in the process of teaching and learning, but students also fail to appreciate the intrinsic value of the curriculum content. It is therefore important to explore the significance of student engagement on their appreciation of learning as well as any positive effects that it might have on their success. This paper has two main aims. First, it provides an overview of the consequence of student engagement and why attending to students’ points of view and their engagement in the process of learning might improve their content learning and achievement. Second, it provides a sketch of the attempts made toward the use of technology and social media to motivate and engage students in content learning. Consequently, the paper has three main sections. The first gives succinct descriptions of student engagement in high school. The second part alongside with my own teaching experiences traces the ways that students are helped to develop an appreciation for learning and highlights the importance of the impact of student engagement in learning. The third section interweaves students’ interest and engagement with digital media and an appreciation of content learning. In so doing, the paper suggests that social media could be an aid for students to learn the content in the subjects being studied, which connects their in-school context and experience to out of school.

Professional Development with and for Emerging Technologies

2013 ◽  
pp. 175-192
Author(s):  
Ria Hanewald
Keyword(s):  
Professional Development ◽  
New Media ◽  
Teaching And Learning ◽  
New Technologies ◽  
Emerging Technologies ◽  
New Technology ◽  
Learning Platforms ◽  
Teacher Professional ◽  
Asian Languages

This chapter provides a case study of professional development for a cohort of Asian languages teachers in Australia who undertook training with new technologies during 2011. While the use of emerging technologies requires a learning curve in terms of technical skill, the pedagogical understanding and affordance of those teaching and learning platforms have to be equally acquired. The group of 41 teachers of Chinese (Mandarin), Indonesian, and Japanese participated in three interwoven yet distinct components: exploration and integration of new technology devices and applications, familiarization with the pedagogical affordances of new media in the classroom, and acquaintance with action research as a tool for teacher professional development. Findings indicate that the chosen combination was a successful mixture to improve their professional practice while integrating innovative approaches into classroom practices that were not only effective in the immediate term but also sustainable over the longer term.

Professional Development with and for Emerging Technologies

2014 ◽  
pp. 1010-1027 ◽  
Author(s):  
Ria Hanewald
Keyword(s):  
Professional Development ◽  
New Media ◽  
Teaching And Learning ◽  
New Technologies ◽  
Emerging Technologies ◽  
New Technology ◽  
Learning Platforms ◽  
Teacher Professional ◽  
Asian Languages

This chapter provides a case study of professional development for a cohort of Asian languages teachers in Australia who undertook training with new technologies during 2011. While the use of emerging technologies requires a learning curve in terms of technical skill, the pedagogical understanding and affordance of those teaching and learning platforms have to be equally acquired. The group of 41 teachers of Chinese (Mandarin), Indonesian, and Japanese participated in three interwoven yet distinct components: exploration and integration of new technology devices and applications, familiarization with the pedagogical affordances of new media in the classroom, and acquaintance with action research as a tool for teacher professional development. Findings indicate that the chosen combination was a successful mixture to improve their professional practice while integrating innovative approaches into classroom practices that were not only effective in the immediate term but also sustainable over the longer term.

scholarly journals Effects of Teacher Participation in in-service Training on Achievement in Kenya Certificate of Primary Examination in Kirinyaga County, Kenya

2020 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Damaris Kariuki ◽  
Florence Itegi ◽  
Norbert Ogeta
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Teacher Participation ◽  
School Level ◽  
Public And Private ◽  
Service Training ◽  
Teacher Professional

Teacher Professional Development is a key component of educational reforms across the world due to its effects on teacher effectiveness and learner outcomes. Teachers engage in different professional development programs to improve learner achievements. However, the effects of teacher participation in in-service courses on learners’ achievement have come under scrutiny due to persistent low learning outcomes. The study adopted convergent parallel mixed methods approach design. A sample of 194 teachers in 68 public and private primary schools was selected using stratified random and purposive sampling. Data collection instruments were questionnaires and focus group discussion guide. Data were analyzed using descriptive and inferential statistics. The study established that teacher participation in formal training programs had statistically insignificant effects on Kenya Certificate of Primary Examination achievement indicating that other factors like individualized attention to learners, prompt marking and revision of tests as well as supervision of teaching and learning contributed greatly. The in-service courses were found to be short term and infrequent. The study recommends engagement of teachers in continuous and frequent professional development activities and establishment of school infrastructure to support daily collaborative teacher professional development activities at the school level.

scholarly journals Coffee and Collaboration: A Tean Approach to Talking Learner Challenges

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Shirley Kendrick ◽  
Max Vecchiarino
Keyword(s):  
Teaching And Learning ◽  
Classroom Practices ◽  
Group Discussion ◽  
Ministry Of Education ◽  
Education Professionals ◽  
Individual Learner ◽  
School Based ◽  
Learner Profile ◽  
And Performance ◽  
Inclusive Schooling

The focus of this issue of Teaching and Learning, "Boys and Literacy," is an example of an education concern defined within the context of "authentic inclusive schooling and excellence for all" as defined by the Ontario Ministry of Education. Professionals interested in improving achievement and performance objectives related to student and school based learning and who regularly seek out opportunities to engage in group discussion and collaboration are often able to bring about change within the education environments they are employed. In the instance at hand, boys and literacy it is now more fully understood that beside planning for the host of learner contingencies that contribute to an individual learner profile, gender and socio economic influences and or differences need to be understood within the context of identifying learner challenges and needs. And that they be interpreted and represented in terms of successful classroom practices.

scholarly journals THE PROFILE OF ENGLISH TEACHERS’ PROFESSIONAL COMPETENCE AND STUDENTS’ ACHIEVEMENT AT SMA NEGERI 1 ENREKANG

2017 ◽  
Vol 1 (1) ◽  
pp. 61-77
Author(s):  
Umiyati Jabri
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Evaluation Method ◽  
Professional Competence ◽  
Sampling Technique ◽  
English Teachers ◽  
National Standard ◽  
Purposive Sampling ◽  
Teacher Professional

This  research  was  aimed  at  identifying  the  profile  of  English  teachers’ professional competence and students’ achievement at SMK Negeri 1 Makassar. The profile of English teachers’ professional competence was specified based on the two sub-competences in the National Standard of Education, in section 28, sub-section 3 point c. The researchers employed descriptive evaluation method. The population of this research was English teachers of SMK Negeri 1 Makassar. The sample was purposive sampling technique in which researcher chose the three certified English teachers as the sample. They were observed in the classroom while teaching and learning process and were also interviewed in relation to the implementation of professional competence in their teaching. The result showed for the first sub- competence, the teachers show their effort in selecting, determining, and organizing the materials by making their own module. In terms of the second sub-competence, all of the teachers have less effort in developing their professional competence. It can be concluded that the three English teachers still need more improvement. in terms of students’ achievement, the data from findings indicates that the highest students’ score is from teacher III. Meanwhile, the highest score of teacher professional competence among those teachers is teacher I. It indicates that many factors such as intelligence type, motivation, attitude, and condition of learning taking place that could affect the students’ achievement, not only the professional competence.

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