Digital Literacies for Language Teachers

Indonesian Journal of Applied Linguistics

The digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. The paper aims to provide an answer to the question whether language teachers perceive Information and Communication Technology (ICT) as a threat or a helpful assistant. To achieve this, a survey was conducted to 110 English teachers in Java, Indonesia. Five closed-ended items and two open-ended items in an online questionnaire asked them several questions about what conditions they see as threats, how they perceive ICT, and what digital facilities they have been using in their work. The results show that most of them perceived ICT positively, seeing it as a beneficial rather than threatening force. To them, ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching-learning activities. Those who expressed their worry over ICT menti...

2008

Journal Of Educational Experts (JEE)

Since 1960, technology has been used as one of educational tools to help teachers in teaching learning process. In the context of foreign language teaching, technology is utilized for various reasons and purposes. A questionnaire was distributed to 150 English as foreign Language (EFL) teachers in West Java to investigate the use of technology in their EFL classroom. Specifically, this paper reports the type of technology which teachers usually use in teaching English and also elaborate the reasons why teachers apply technology in their classrooms. Finally, this paper explores teachers’ attitudes on the use of technology in language teaching.

Eurasian Journal of Educational Research , 2009

Problem statement: In North Cyprus there is a need for understanding and evaluating the use of technology in general and specifically computers in teaching foreign language with a broader perspective. This study can be used by educators to determine how technology can be incorporated better into the professional and academic lives of foreign language teachers in North Cyprus.

; Educational programmes have recognized the growing need to use computers in the classes as it presents unprecedented challenges that help the students to acquire an inquiring, critical and creative mind to capitalize on the opportunities driven by the growth of information, knowledge and technology. The computer knowledge has begun influencing student's learning experience for more than 25 years ago, but it was in a moderate manner (Cuban, 2001). However, the past decade has witnessed major trend toward integrating computer technology in all the language classes. The integration has increased because the computer technology represents an accessible and instant information, enormous potential for interactivity and media–rich communication, as well as educational tools which engage the students in the classroom (Mouza, 2002). Undoubtedly the recent advancement in information technology and computer usage in the classroom is rapidly transforming the environment of the classroom. The teachers cannot ignore the reality the today's classroom must provide technology-supported learning (Angers & Machtmes, 2005). Being prepared to integrate the technology in the classroom has become a paramount skill in every teacher's professional repertoires. The traditional role of the teacher as the center of the schooling is changing recently with all the introduction of the new technologies in the classroom. One of the effects of the new technologies is the decentralization of teachers in the learning environment (Damrian, 1998). This introduces a very valid point of how the teaching profession will change in the era of digital technologies. What is the role of the teacher in a classroom where he/she is no longer the only source of knowledge? How can he/ she teach effectively in a class, where every student has his/her computer and can Google any piece of information? The following study will investigate the effect of the implementation of the technology in the English as a foreign language (EFL) classes on the nature of the teachers' profession.

A large number of research papers have examined the impacts of technology in education at different levels and contexts as well as from different perspectives. In this paper, however, the author reports on the ways in which technology can help Thai learners to enhance their English language learning. The author employs her five research studies undertaken qualitatively and quantitatively during 2013 and 2017 to support her arguments based on the grounds that new generations in the current era of digitization are deemed Digital Natives who identify themselves with teaching and learning technology. The outcomes revealed a consensus of importance of using technology in teaching English EFL in the 21 st century.

Journal of English Teaching and Learning Issues, 2023

Indonesian schools in the post-pandemic situation and after the release of the national policy in Indonesia encourage teachers to integrate technology into their teaching practices. This study involved 111 EFL teachers from 21 provinces in Indonesia to answer a set of questions in an online closed-ended questionnaire that specifically asked about the teachers’ frequency of using technology for EFL teaching and learning purposes, the kinds of technology they used, specific purposes of using the technology, and perceptions and challenges of using technology for the teaching and learning purposes. All the responses were exported and analyzed using Microsoft Excel to perform descriptive statistics to answer the research questions of this study. The data analysis showed that the teachers spend around 4 hours a week using various technology for their EFL teaching and learning practices. They also have positive perceptions towards the use of technology regardless of the limited time to use the technology and various external factors (i.e., limited school facilities, school policy about bringing phones to school, and students’ lack of technological skills) that might pose potential challenges when integrating technology in their classrooms. Notably, sharing English learning materials, giving tasks to their students, and finding material resources related to lessons are the most common reasons for teachers to use technology. Practical recommendations to enhance the teachers’ skills in using technology in Indonesian school settings and directions for future research are discussed.

2018 6th International Conference on Cyber and IT Service Management (CITSM), 2018

This exploratory study seeks to find out lecturers perceptions of using computer technology in Indonesian university English language classroom context. It tried to investigate the lecturers’ perceived usefulness of and barriers to computer technology and their further expected outcomes in order to integrate computer technology into their teaching and learning practice. Using both quantitative and qualitative case study methodology, the data were collected from fourteen lecturers by using two data collection methods, namely questionnaire and in-depth semi-structured interview. The questionnaire data acted as a bridge to formulate the interview questions in order to create deep discussion of the issue being researched. The collected data were then analyzed and coded. The findings indicated that the lecturers have a good perception of computer technology usage in English language classroom. The data showed that in general the lecturers perceived that the computer technology is useful ...

The School IT Project was born in late 1990s as a result of educational reform in Mauritius. In 2003, the project engendered the teaching of ICT as a subject at primary school level. The Ministry of Education and Human Resources now intends to integrate ICT across the primary school curriculum rather than having it as a subject in its own right. Pre-service primary school teachers are being trained at the Mauritius Institute of Education (MIE) in the use of ICT as a teaching and learning tool. They have been trained using activities that are personally relevant to them so that whatever they learn at the MIE can be directly applied to schools. This paper reports a study that investigates the attitudes of pre-service Oriental Language primary school teachers towards their ICT course and towards computers. It also investigates the teachers' perception of the usefulness of computers in their teaching profession. A mixed method approach, which combines quantitative and qualitative methods, has been used. The Attitude towards Computing and Computer Courses Questionnaire (ACCC) was administered to all the trainee teachers. This was then followed by unstructured interviews of a purposive sample of trainee teachers. They were asked about their attitudes towards ICT, their perceptions of the ICT course they have followed at the MIE and the usefulness of computers in their profession. The findings tend to indicate that the trainees have a positive attitude towards ICT and that they perceive the ICT course as helpful in developing their skills and confidence in the use of ICT as a teaching and learning tool. Findings also suggest that the teachers find the activities they were exposed to as being directly relevant to the school context. Moreover, teachers express their intention to use computers to teach their subjects if appropriate resources are made available.

ELTR Journal

Indonesia is one of the seven countries that the principals informed the lack of infrastructure and educational materials. The Indonesian government is improving all aspects of the education. The use of technology in the classroom has been concerned as it is one of the criteria in OECD rank. In this study, we explore the use of technology in the classroom from in-service teachers’ (n = 20, male = 2, female = 18) perspectives. The data were collected with a web-based survey with some open-ended questions which allow the researcher to detect the teachers’ responses. The findings report that some of the teachers use technology to deliver learning and to attract their students. The others may prefer to deliver teaching without technology to make the students experience the real things. Meanwhile, some combine the use of technology and realia to make the students grab the materials easily and to deliver meaningful learning to the students. The study suggests that the government should no...