Promoting pre-service English teachers’ technological awareness in ELT: narratives from a border area of Indonesia

Lita Liviani Taopan, Renol Aprico Siregar

Abstract


The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer’s journal. Fifteen pre-service English teachers of a university located in East Nusa Tenggara Indonesia were involved in the study. However, only six participants were interviewed to elicit detailed stories about how the activities in ELT media class could promote their technological awareness. Furthermore, thematic analysis with multiple case studies was applied to analyze the data. The results reveal that the pre-service English teachers develop their awareness of the prominence of technology by experiencing the use of technology provided by their lecturer. Furthermore, peer collaboration is essential during the process of developing technological awareness. The findings provide insights for educators and researchers focusing on the technology integration for teaching and learning in remote areas. Further researches highlighting the evaluation of technology integration is needed regarding remote areas.


Keywords


border area; English language teaching; pre-service English teacher; technological awareness

Full Text:

PDF

Article Metrics

Abstract view : 730 times | PDF view : 250 times

References


Ahmad, J. (2012). English language teaching (ELT) and integration of media technology. Procedia - Social and Behavioral Sciences, 47(Balaaco 1996), 924–929. https://doi.org/10.1016/j.sbspro.2012.06.758

Amutha, S., & Kennedy, S. J. (2015). Awareness on technology based education by the student teachers. International Journal of Scientific and Research Publications, 5(9), 1–4. https://doi.org/http://www.ijsrp.org/research-paper-0915.php?rp=P454500

Bailey, A. A. (2004). Reforming English teaching in Japanese universities: creating a language community. Ritsumeikan Journal of Educational Research, 4, 94–112. https://doi.org/http://www.ritsumei.ac.jp

Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Routledge: Taylor and Francis Group

Barlex, D. (2006) Pedagogy to promote reflection and understanding in school technology-courses. In Dakers J.R. (eds) Defining Technological Literacy. Palgrave Macmillan, New York. https://doi.org/10.1057/978140398305313

Bell, B. S., & Federman, J. E. (2013). E-learning in postsecondary education. The Future of Children, 23(1), 165—185. https://doi.org/10.1353/foc.2013.0007

Binod, M. (2015). Innovative ways of English language teaching in rural India through technology. International Journal of English and Literature, 6(2), 38–44. https://doi.org/10.5897/ijel2014.0686

Borg, S. (2003). Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. Language Teaching Research, 36(1), 81–109. https://doi:10.1017/S0261444803001903

Borg, S. (2009). Introducing language teacher cognition. Leeds Library. Retrieved from http://www.education.leeds.ac.uk/research/files/145.pdf

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. Washington, D. C.: National Academy Press.

Buxton, B. (2007). Sketching user experiences: getting the design right and the right design (the 1st ed.). San Francisco: Elsevier.

Campbell, K., & Yong, Z., (1996). Refining knowledge in a virtual community: a case-based collaborative project for pre-service teachers, Journal of Technology and Teacher Education, 4(3/4), 263-280. https://doi.dx.org/10.22318/cscl1995.402

Canevello, A., & Crocker, J. (2010). Creating good relationships: responsiveness, relationship quality, and interpersonal goals. Journal of Personality and Social Psychology, 99(1), 78–106. https://doi.org/10.1037/a0018186

Carl, J. B. (2005). Factors influencing pre-service teachers’ readiness to integrate technology into their instruction. Published Doctor of Education Dissertation, University of San Francisco, California.

Chang, C. Y. (2015). The effects of friendship and antipathy networks on adolescent attitude similarity. International Journal of Adolescence and Youth, 20(4), 407–428. https://doi.org/10.1080/02673843.2015.1015038

Colpitts, B. D. F., Smith, M. D., & McCurrach, D. P. (2020). Enhancing the digital capacity of EFL programs in the age of COVID-19: the ecological perspective in Japanese higher education. Interactive Technology and Smart Education. Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ITSE-08-2020-0123

Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (the 4th ed.). Boston, MA: Pearson.

Disu, A. (2017). A phenomenological study on reflective teaching practice (Unpublished doctoral dissertation). Concordia University. Retrieved from https://digitalcommons.csp.edu

Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: a meta-analysis of control group studies. Educational Psychology Review, 32(2), 481–509. https://doi.org/10.1007/s10648-019-09510-3

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4

Ferreira, A. F., Salinas, J. G., & Morales, S. (2014). Using a task-based approach for supporting a blended learning model for English as a foreign language. International Journal of Computer-Assisted Language Learning and Teaching, 4(1), 44–62. https://doi:10.4018/ijcallt.2014010103

Fitriyadi, H. (2013). Integration of information and communication technology in education: potential benefits, knowledge-based society, value education, and implementation strategies. Jurnal Pendidikan Teknologi Dan Kejuruan, 21(3) 269-284. https://doi.org/10.21831/jptk.v21i3.3255

Ferry, B., Hedberg, J., & Harper, B. (1996). Investigating ways of supporting teacher use of interactive multimedia. Journal of Technology and Teacher Education, 4(3/4), 197-210. Retrieved from https://eric.ed.gov/?id=EJ541517

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596

Hamzah, F., Phong, S. Y., Azlan, M., Sharifudin, S., Zain, Z. M., & Rahim, M. (2020). Exploring students ’ readiness on English language blended learning. Asian Journal of University Education (AJUE), 16(4) 61-170. Retrieved from https://education.uitm.edu.my/ajue/

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416. https://doi:10.1080/15391523.2009.10782536

Hawkridge, D. (1983). New information technology in education. London: Croom Helm.

Inan, I, A., & Lowther. D. L. (2009). Factors affecting technology integration in K-12 classrooms: a path model. Education Tech Research Dev., 58(2), 137-154. http://dx.doi.org/10.1007/s11423-009-9132-y.

Ischinger, B. (2009). Creating Effective Teaching and Learning Environments First Results from TALIS (B. Ischinger (ed.); 1st ed.). OECD Publishing.

Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In Adaptive Educational Technologies for Literacy Instruction, (pp13–29.) Taylor and Francis. https://doi.org/10.4324/9781315647500

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://doi.org/10.1177/002205741319300303

Lau, B., & Sim, C. (2008). Exploring the extent of ICT adoption among secondary school teachers in Malaysia. International Journal of Computing and ICT Research, 2(2), 19-36.

Li, L. (2015). What’s the use of technology? insights from EFL classrooms in Chinese secondary schools. In Jenks C.J., Seedhouse P. (eds) International Perspectives on ELT Classroom Interaction (pp. 168–187). International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/https://doi.org/10.1057/9781137340733_10

Linton, D. L., Farmer, J. K., & Peterson, E. (2014). Is peer interaction necessary for optimal active learning? CBE Life Sciences Education, 13(2), 243–252. https://doi.org/10.1187/cbe.13-10-0201

Lobatón, J. C. G. (2011). Peer interaction: a social perspective towards the development of foreign language learning. Profile, 13(1), 189–203.

Mcgowan, P., Cooper, S., Durkin, M., & O’Kane, C. (2015). The influence of social and human capital in developing young women as entrepreneurial business leaders. Journal of Small Business Management, 53(3), 645–661. https://doi.org/10.1111/jsbm.12176

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Retrieved from https://eric.ed.gov/?id=EJ737321

Mohsenishad, M., Shirani, S., & Heirati, J. K. (2020). Raising teachers ’ awareness of technology- enhanced language instruction through teacher education : insights from scaffolded dialogues raising teachers ’ awareness of technology- enhanced language instruction through teacher education: insights from Sc. Cogent Education, 7(1) 14-20 https://doi.org/10.1080/2331186X.2020.1831686

Morgil, I., Yücel, A. S., Seçken, N., & Oskay, O. O. (2005). An analysis of awareness of students in the utilization o technology. CBLIS conference proceedings 2005 integrating new technologies in science and education, University of Zilina, 529–540. Retrieved from http://hdl.handle.net/10797/14648

Nantschev, R., Feuerstein, E., González, R. T., Alonso, I. G., Hackl, W. O., Petridis, K., Triantafyllou, E., & Ammenwerth, E. (2020). Teaching approaches and educational technologies in teaching mathematics in higher education. Education Sciences, 10(12), 1–12. https://doi.org/10.3390/educsci10120354

Nugent, T. A. (2007). A narrative inquiry of teachers’ perceptions regarding their professional development experiences. Dissertations. 900. Retrieved from https://scholarworks.wmich.edu/dissertations/900

Obidike, N., Anyikwa, N., & Enemou, J. (2010). Teachers’ awareness of the existence and the use of technology to promote children’s literacy instruction. African Journal of Teacher Education, 1(1), 115–125. https://doi.org/10.21083/ajote.v1i1.1576

Pavlenko, A. (2002). Narrative study: whose story is it, anyway? TESOL Quarterly, 36(2), 213–218. https://doi:10.2307/3588332

Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390. https://doi:10.1016/j.system.2009.03.002

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers denise. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1007/978-1-60761-303-9

Siregar, R. A., Fauziati, E., & Marmanto, S. (2020). The effective 21st-century pedagogical competence as perceived by pre-service English teacher. Pedagogy Journal of English Language Teaching, 8(1), 1-24. https://doi.org/10.30762/jeels.v7i1.1548

Slough, S., & Zoubi, M. R. (1996). Getting technology reluctant teachers published on the world wideweb, Journal of Technology and Teacher Education, 4(3/4), 215-232. https://dl.acm.org/doi/10.5555/251745.251752

Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. The International Research Foundation for English Language Education, 2013, 1–15.

Syafryadin, Pratiwi, V. U., & Wardhana, D. E. C. (2021). Pre-service English teachers’ experience with various call applications: hindrances and reflection. Studies in English Language and Education, 8(1), 99–114. https://doi.org/10.24815/siele.v8i1.17609

Taopan, L. L., Drajati, N. A., & Sumardi. (2019). Discovering the teacher’s beliefs in TPACK framework for teaching English in high school. Indonesian Journal of Informatics Education, 3(1). https://doi.org/10.20961/ijie.v3i1.34914

Thomas, M. (2013). TBLT in business English communication: an approach for evaluating adobe connect and second life in a blended language learning format. International Journal of Computer-Assisted Language Learning and Teaching, 3(1), 73–89. https://doi:10.4018/ijcallt.2013010105

Tezci, E. (2009). Teachers’ effect on ICT use in education: the Turkey sample. Procedia Social and Behavioral Sciences, 1(1), 1285-1294. http://dx.doi.org/10.1016/j.sbspro.2009.01.228

Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823–2842. https://doi.org/10.1007/s10639-019-10092-4

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: implications for national curriculum policies. Journal of Curriculum Studies, 44, 299–321.

Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method. Routledge: Taylor & Francis Group. https://doi.org/10.4324/9780203946268

Yin, R. K. (2009). Case study research (the 4th ed.). Thousand Oaks, California: Sage publications.

Zarotsky, V., & Jaresko, G. S. (2000). Technology in education - where do we go from here? Journal of Pharmacy Practice, 13(5), 373–381. https://doi.org/10.1106/KGPB-NN3A-7FPG-Y6JD




DOI: https://doi.org/10.23971/jefl.v11i2.2866

Article Metrics

Abstract view : 730 times
PDF - 250 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 THE AUTHOR(S)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl

OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

web
stats View My Stats


Flag Counter