scholarly journals Senior Meets Junior Digital Natives: TESLians Integrating Technology in their Teaching Practice

2019 ◽  
Vol 7 (4) ◽  
pp. 150
Author(s):  
Loo Kien Men ◽  
Nooreen Noordin
Keyword(s):  
Learning Styles ◽  
Teaching Practice ◽  
Structured Interview ◽  
Public University ◽  
Digital Natives ◽  
Ict Integration ◽  
English As Second Language ◽  
Big Five Model ◽  
Information And Communication ◽  
Level Of Motivation

The younger generations of students called Digital Natives learn via technology. The Malaysia Education Blueprint 2013-2025 has taken the initiatives to implement Information and Communication Technology (ICT) in learning in bid to cater to their learning styles. However, the implementation has not been smooth-sailing as most teachers have not been integrating ICT in their lessons seamlessly. Goldberg’s (1981) Big Five Model of Personality can explain various usage of ICT based on their respective trait but TESL (Teaching English as Second Language) undergraduates in the Malaysian context had not been studied before. The researcher purposively selected 72 TESL undergraduates from the Faculty of Educational Studies in a public university in Malaysia for the study using a questionnaire and semi-structured interview. The findings reported high levels of ICT integration and motivation in integrating it. Next, they scored the highest in Openness to experience towards ICT integration in L2 teaching while low in Neuroticism. There was also a statistically significant, moderate, positive relationship between their level of motivation, Agreeableness, Conscientiousness, Extraversion and Openness traits and their ICT integration in L2 teaching. These findings present vital implications for TESL program and course coordinators to facilitate their pre-service teachers to leverage ICT in their teaching practice.

scholarly journals Experiencias de los docentes pertenecientes a las Facultades de Ingeniería al implementar las TIC en sus prácticas educativas presenciales / Experiences of teachers belonging to the engineering schools to implement ICT in their face educational practices

2018 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Fernando Martínez Rodríguez ◽  
Juan González Martínez
Keyword(s):  
Information And Communication Technologies ◽  
Private University ◽  
Communication Technologies ◽  
Structured Interview ◽  
Public University ◽  
Educational Processes ◽  
Information And Communication ◽  
Quantitative Descriptive ◽  
Mixed Approach ◽  
School Training

This article presents the results found in phase four of the doctoral thesis: "Pedagogical references for the use and appropriation of Information and Communication Technologies (ICT) within the educational processes planned and developed by teachers of higher education”. In this phase of the research, it was intended to establish in a direct and precise way how teachers make use of ICT within their classes. This research is carried out in the engineering faculties of three universities in Bogotá (Colombia): a private university, a public university, and a technological public school, training engineers by propaedeutic cycles. The methodology followed is framed under the mixed approach: qualitative and quantitative descriptive, using the technique of structured interview applied to 157 teachers who guide educational processes in engineering faculties. This study could undoubtedly serve as a reference to other engineering teachers who intend to make use of ICT in their educational processes. Este artículo presenta los resultados encontrados en la fase cuatro de la tesis doctoral “Referentes pedagógicos para el uso y apropiación de las Tecnologías de la Información y Comunicación (TIC) al interior de los procesos educativos planeados y desarrollados por los docentes de educación superior”. En esta fase de la investigación, se pretendía establecer la forma en la que los docentes hacen uso de las TIC en el interior de sus clases. Se realiza en las facultades de ingeniería de tres universidades de Bogotá (Colombia): una universidad privada, una universidad pública y una escuela tecnológica de carácter público, formadora de ingenieros por ciclos propedéuticos. La metodología seguida en esta fase está enmarcada bajo el enfoque mixto cualitativo y cuantitativo descriptivo, usando la técnica de entrevista estructurada realizadas a 157 docentes que orientan procesos educativos en las facultades de ingeniería. El estudio permitió recoger un buen número de experiencias educativas que, sin duda alguna, podría servir de referente a otros docentes de ingeniería que pretendan hacer uso de las TIC en sus procesos educativos.

scholarly journals Faktor-Faktor yang Mempengaruhi Integrasi TIK dalam Proses Pembelajaran pada Pondok Pesantren di Lombok Timur

2021 ◽  
Vol 5 (2) ◽  
pp. 278-287
Author(s):  
Mashur Mashur ◽  
◽  
Taufan Iswandi ◽  
Lalu Nurul Yaqin ◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Teaching Practice ◽  
Group Discussion ◽  
Boarding School ◽  
Boarding Schools ◽  
Ict Integration ◽  
Leadership Support ◽  
Key Factor ◽  
Information And Communication ◽  
Integration Of Ict

The trend of information and communication technology (ICT) in education has become something that is very much needed for the development of education and learning in Indonesia. The integration of ICT in the learning process in Islamic boarding schools is still not optimal. Therefore, this study aims to determine the factors that influence ICT integration in the learning process in Islamic boarding schools in the East Lombok. The method used in this study is a qualitative method using several case studies. The data sources on the research were 32 Islamic Boarding School in east Lombok. While the technique of collecting data used survey, interview, and focus group discussion The results of this study revealed two main themes, barriers and support. Barriers are classified into two groups: teacher factors and institutional support factors (Islamic Boarding school). Teachers include lack of time, lack of qualified human resources and the complexity of ICT integration. At the same time, the factors are limited infrastructure, lack of training, lack of access, and lack of technical support. The use of ICT can increase students' creativity. As for the carrying capacity that they believe ICT use during teaching practice can improve their performance, leadership support is also a key factor determining the integration of ICT during the learning process.

scholarly journals Políticas de integración de tecnologías y Formación Inicial de Maestros en Uruguay

2016 ◽  
Vol 24 ◽  
pp. 22
Author(s):  
Rosana Elizabeth Martínez Barcellos ◽  
Carlinda Leite ◽  
Angélica María Reis Monteiro
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Basic Education ◽  
Ict Integration ◽  
Education Policies ◽  
Initial Teacher Training ◽  
Teachers And Students ◽  
Information And Communication ◽  
Global Agenda

This article takes into discussion as problematic Initial Teacher Training (ITT) of Basic Education in Uruguay and analyses the place of information and communication technologies (ICT) in it, and also how they are influenced (Ball, 1998, 2001; Bowe, Ball & Gold, 1992) by international policies and how they are recontextualized (Bernstein, 1993, 1998). The questions that guide the study are: What did the Global Agenda on ICT stated in the ITT? What influences do these policies have on ITT? How recontextualization process occurs? In the empirical part, the study collected and analyzed ITT plans and interviews with the director of the course, training teachers and students who are doing their teaching practice. These data, processed by content analysis, suggests that there is a global agenda that points to the need of ICT integration in education, and as a result, initial teacher training should have content that ensures the effective use ICT. This global agenda influences Uruguay’s education policies which are recontextualized through institutional practices that have to adapt to students and teacher’s needs. Nevertheless, at teacher training level, an investment is needed in order to achieve the objectives towards policies that aim at ICT integration.

Access to and Use of Information and Communication Technology and Task Performance

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Wuraola J. Oyedipe ◽  
Sunday O. Popoola
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Joint Effect ◽  
Public University ◽  
Relative Effect ◽  
University Libraries ◽  
Job Knowledge ◽  
Ict Use ◽  
Information And Communication ◽  
And Task

The study investigated the relationship between access to and use of information and communication technology and task performances of library personnel in public university libraries in South West Nigeria. The total enumeration technique was used to cover 330 library professionals working in public university libraries in the zone. A self-developed questionnaire was used to obtain data. Out of the 330 copies of questionnaire administered 248 (76.6%) copies were found useable. The findings revealed that the level of task performances of the respondents was high, and the level of access to ICT was high, while the frequency of ICT use was moderate. The results indicated that there was a positive relative effect of ICT access and use on task performances. The study also found a significant relationship between the access to ICT, ICT use and task performances of respondents, while there was a significant joint effect of access to ICT and ICT use on the task performances of library personnel. The study recommended the constant development of personnel regarding job knowledge and skills, the promotion of creativity and adaptability skills to enhance personnel task performances, while library managers should continue to make ICT tools accessible for library personnel to allow their use in improving the workflow in the library.

scholarly journals Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 367
Author(s):  
María del Carmen Olmos-Gómez ◽  
Francisca Ruiz-Garzón ◽  
Paula Pais-Roldán ◽  
Rafael López-Cordero
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Prospective Teachers ◽  
Structured Interview ◽  
First Aid ◽  
Great Difficulty ◽  
Public University ◽  
Future Teachers ◽  
Emergency Situations ◽  
Child Healthcare

This article aimed to analyze, through a qualitative study (i.e., semi-structured interview), the opinions and knowledge of fourth-year future teachers at a Spanish public university (University of Granada) regarding training and the need for first aid (FA) at school. With a sample of 70 subjects in their last year of training, our conclusion is that although they are aware of the importance of first aid for their professional development, there is no such training in their careers, and thus they have great difficulty understanding how to react to emergency situations on the job.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

scholarly journals Differences in Mathematics Learning Outcomes in Terms of Level of Motivation and Learning Styles of Students Class XI SMK Kesehatah Imelda Ritonga

2021 ◽  
Vol 4 (1) ◽  
pp. 1287-1294
Author(s):  
Dede Irawan ◽  
Amin Harahap
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Research Data ◽  
Learning Motivation ◽  
Final Test ◽  
Post Test ◽  
Level Of Motivation ◽  
Motivation And Learning

This study aims to determine differences in mathematics learning outcomes of students in terms of level of motivation learning styles of students and How students ' mathematics learning Outcomes in terms of level of motivation and learning styles of students. This research experiments. The research Data consists of the initial test and final test about the material that has been delivered using the approach of learning motivation and learning styles with the dependent variable is learning outcomes. In this study, the researchers obtained data from the results of pre-test and post-test conducted in the experimental class(the class that viewed from learning motivation) and class control(class in terms of learning styles). Based on the above analysis, it has been proven that there are significant differences between the learning outcomes in terms of learning motivation and learning styles in enhancing student learning outcomes in Mathematics learning in the SMK Kesehatan Imelda Ritonga.

scholarly journals Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Rosukhon Swatevacharkul
Keyword(s):  
Mixed Methods Research ◽  
Teaching Practice ◽  
Structured Interview ◽  
Teaching Techniques ◽  
Teaching Improvement ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Past Experiences ◽  
Professional Teaching ◽  
Program Data

Reflection is essential for the teaching practice course since it enhances life-long professional teaching development of the teachers. Capacity to reflect needs to be developed. The objectives of this study were 1) to investigate the levels of learning reflection of pre-service EFL teachers at the end of the teaching practice course, and 2) to explore how reflection contributes to changes of the reflection levels.  This study took the form of an embedded experimental mixed methods research design using a close and open-ended questionnaire and semi-structured interview to collect data from 13 international students at an MA ELT program.  Data analysis was performed by a t-test and thematic content analysis.  The findings revealed that 1) on average, the level of Habitual Action, Understanding, and Critical Reflection at the beginning and the end of the course was not significantly different. However, the level of Reflection was significantly different at the end of the course.  Three themes: 1) Revision of past experiences for teaching improvement; 2) Thinking and writing skills development, and 3) Change of beliefs and teaching techniques were generated causing such reflection capacity changes.  Recommendations were provided for further research in this area.

scholarly journals Digital Storytelling to Unlock Reflective Practice in the Classroom

2018 ◽  
Vol 14 (11) ◽  
pp. 52
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Learning Styles ◽  
Reflective Practice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Teaching Method ◽  
Single Case ◽  
Video Recording ◽  
Teaching Profession ◽  
Teaching Literature

It is a common practice that teachers tell stories in the classroom when teaching literature. They are enthusiastic in their teaching profession but students nowadays are diverse in their learning styles and they need different approaches to be taught. Therefore, this study advocates teachers to reflect on their teaching practice to use technology specifically digital storytelling as a teaching method in the classroom. The single case study involved a pre-service teacher who underwent a micro-teaching session in teaching literature. The instruments used were peer observation checklist, the artefacts of digital storytelling, video recording, and reflective journal. The findings indicated that the participant was able to be more aware of her strengths and weaknesses in the crafts of storytelling, personalise her own learning and improve her teaching practice. The implications are for the educators to encourage pre-service teachers to use digital storytelling in the classroom, provide coaching and support to improve their crafts of storytelling in the teaching of children&rsquo;s literature as well as use digital storytelling as a tool for reflective practice in teacher education.

scholarly journals INTEGRATING ICT IN A DIDACTIC UNIT: LIGHTS, CAMERA, ACTION!

2016 ◽  
Vol 3 (Special) ◽  
pp. 7
Author(s):  
MARÍA LUISA RENAU RENAU ◽  
BEATRIZ PÉREZ GARRALÓN
Keyword(s):  
High School ◽  
Secondary Education ◽  
Learning Styles ◽  
Educational System ◽  
Traditional Approach ◽  
Digital Natives ◽  
Diversity Awareness ◽  
Collaborative Groups ◽  
Digital World

In Spain, the educational system is focused on traditional teacher-centred methods. Nevertheless, this traditional approach does not engage students anymore. Prensky (2001) claims that students have changed and our educational system was not designed to teach today's students. Today's students are digital natives, they were born into the digital world and they have spent their entire lives using technology. Therefore, taking this into account is paramount to capture the students’ interest in class. This work has been designed to integrate the use of ICT in a Spanish high school where traditional approach is the predominant methodology amongst teachers. The didactic unit designed and described in this paper has been implemented in a third year of Compulsory Secondary Education with the objective of combining a traditional approach with a task-based approach. This didactic unit includes the use of ICT in a wide variety of activities in order to deal with diversity awareness and to cope with the different learning styles students may have. Results indicate that the use of ICT is highly motivating for the students, that students perform better on the tasks which imply the use of computers opposed to the use of traditional materials and that they are willing to work in collaborative groups.

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