This document summarizes a journal article about the benefits and barriers of using technology in language education. It finds that technology can increase student engagement, improve academic abilities, shift teaching and learning paradigms, enhance assessment and collaborative learning, and lower anxiety. However, barriers include lack of access to technology, lack of effective teacher training, negative teacher and student attitudes, and lack of time. The implications are that teacher training should focus on helping teachers integrate technology while maintaining effective pedagogy. Further research is still needed to determine the true value added of technology in education.
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
The utilization and integration of ict tools in a cuantitative researchKari España
This paper examines English teachers' use of information and communication technologies (ICT) tools to teach English in Malaysian schools. It surveys 30 English teachers through semi-structured interviews about their current ICT skills and infrastructure, obstacles to ICT integration, and whether ICT can enhance English language teaching and learning. The researchers found that while ICT shows potential, teachers face challenges in its use and require more training. They conclude that interactive lessons using ICT could help accelerate English language instruction.
Exploring ICT Integration in Foreign Language Teaching and Learning in an Ind...Teddy Fiktorius
This document outlines a study on exploring ICT (information and communication technology) integration in foreign language teaching and learning from the perspective of learners at an Indonesian senior high school. The study aims to understand students' perceptions of ICT integration, the challenges they face, and whether ICT promotes student interest in English learning. A questionnaire was administered to 49 tenth grade students to collect data on their experiences with and views of using websites and online resources for English learning. The results indicate that students have an external motivation to use the internet but rely on teacher guidance. While students find the internet useful, unstable connections can be frustrating. The study concludes that continued support for ICT infrastructure and training is needed to fully realize its benefits for
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. The review of literature examines previous studies that found technologies like multimedia, the internet, and chat tools can improve English skills. The study aims to identify the technologies used by English teachers in India and how they develop language skills. A survey found that most teachers use projectors, presentations, and word processing, primarily to develop listening, speaking and vocabulary. The conclusion states that while teachers are increasingly using technology, more can be done to help students learn English through blended and virtual learning approaches.
The Teacher Use of ET for Motivating English Majors in EFL Speaking Class at ...Tuấn Phan Đình
This document is an assignment cover sheet and paper for a case study on the use of educational technology (ET) to motivate English majors in EFL speaking classes at Bentre College in Vietnam. The paper includes an abstract, introduction discussing education reforms in Vietnam and the role of ET, literature review on definitions of ET and its impacts on EFL teaching and learning. It also describes the methodology used, which involves classroom observations, surveys, and interviews. Results and discussion are presented on student attitudes, effectiveness of ET tools, and challenges of ET. The conclusion suggests ET has benefits but also challenges for EFL learners and teachers.
Draft of Research Proposa l(Property of Azreen)Azreen5520
This document summarizes a research proposal on issues faced by teachers in using technology in junior school classrooms. The study aims to understand teachers' perceptions of technology usage and difficulties they face. It provides background on how technology can enhance learning but is underutilized. The significance of the study is that it may help improve technology pedagogy and address problems faced by teachers. The study is limited to one school and different definitions of technology may exist.
Mobile learning story board week 8 & 9Jan Cutforth
Mobile learning allows students to learn anywhere at any time through their smartphones. Research shows mobile learning has positive impacts on education by making it more personalized and technology-focused. As smartphones became more advanced after 2010, their use in education increased. For mobile learning to be widely adopted, it must be implemented gradually starting with innovators and early adopters before reaching critical mass. Change agents like teachers and administrators can encourage adoption by demonstrating mobile learning's benefits.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
The utilization and integration of ict tools in a cuantitative researchKari España
This paper examines English teachers' use of information and communication technologies (ICT) tools to teach English in Malaysian schools. It surveys 30 English teachers through semi-structured interviews about their current ICT skills and infrastructure, obstacles to ICT integration, and whether ICT can enhance English language teaching and learning. The researchers found that while ICT shows potential, teachers face challenges in its use and require more training. They conclude that interactive lessons using ICT could help accelerate English language instruction.
Exploring ICT Integration in Foreign Language Teaching and Learning in an Ind...Teddy Fiktorius
This document outlines a study on exploring ICT (information and communication technology) integration in foreign language teaching and learning from the perspective of learners at an Indonesian senior high school. The study aims to understand students' perceptions of ICT integration, the challenges they face, and whether ICT promotes student interest in English learning. A questionnaire was administered to 49 tenth grade students to collect data on their experiences with and views of using websites and online resources for English learning. The results indicate that students have an external motivation to use the internet but rely on teacher guidance. While students find the internet useful, unstable connections can be frustrating. The study concludes that continued support for ICT infrastructure and training is needed to fully realize its benefits for
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. The review of literature examines previous studies that found technologies like multimedia, the internet, and chat tools can improve English skills. The study aims to identify the technologies used by English teachers in India and how they develop language skills. A survey found that most teachers use projectors, presentations, and word processing, primarily to develop listening, speaking and vocabulary. The conclusion states that while teachers are increasingly using technology, more can be done to help students learn English through blended and virtual learning approaches.
The Teacher Use of ET for Motivating English Majors in EFL Speaking Class at ...Tuấn Phan Đình
This document is an assignment cover sheet and paper for a case study on the use of educational technology (ET) to motivate English majors in EFL speaking classes at Bentre College in Vietnam. The paper includes an abstract, introduction discussing education reforms in Vietnam and the role of ET, literature review on definitions of ET and its impacts on EFL teaching and learning. It also describes the methodology used, which involves classroom observations, surveys, and interviews. Results and discussion are presented on student attitudes, effectiveness of ET tools, and challenges of ET. The conclusion suggests ET has benefits but also challenges for EFL learners and teachers.
Draft of Research Proposa l(Property of Azreen)Azreen5520
This document summarizes a research proposal on issues faced by teachers in using technology in junior school classrooms. The study aims to understand teachers' perceptions of technology usage and difficulties they face. It provides background on how technology can enhance learning but is underutilized. The significance of the study is that it may help improve technology pedagogy and address problems faced by teachers. The study is limited to one school and different definitions of technology may exist.
Mobile learning story board week 8 & 9Jan Cutforth
Mobile learning allows students to learn anywhere at any time through their smartphones. Research shows mobile learning has positive impacts on education by making it more personalized and technology-focused. As smartphones became more advanced after 2010, their use in education increased. For mobile learning to be widely adopted, it must be implemented gradually starting with innovators and early adopters before reaching critical mass. Change agents like teachers and administrators can encourage adoption by demonstrating mobile learning's benefits.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
This document summarizes key points from three articles about the use of technology in elementary classrooms. It finds that when students were provided computers on their desks, they were able to compose writing more easily by editing text. Students also learned to collaborate better by gathering research online and in libraries. One article discusses how technology helps teaching editing skills. It allows students to follow along as the teacher edits on a shared computer. Overall, the document finds that technology provides new educational opportunities that support different learning styles and access to advanced coursework.
The document analyzes technologies used on extreme learning websites. It identifies tools across five categories of extreme learning: language learning, outdoor/adventure learning, social change/global learning, virtual education, and other/miscellaneous. Across categories, websites utilized content delivery, interactive, and activity tools. Content was delivered through video, audio, texts and images while interactive tools included forums, chats, and social media. Activity tools enabled exercises, quizzes and progress tracking. The selection of technologies depended on the nature of education and intended purpose of each website.
This is a descriptive qualitative study on Teachers' perspective of ICT use in their teaching and proffesional development.
This paper was presented in ELC conference, may 2013 in Yogyakarta State university
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
This document discusses using polling and chat tools in the foreign language classroom to promote student participation. The author conducted a pedagogical experiment using Adobe Connect Pro in an advanced English grammar and translation course. Polling and chat allowed for widespread student involvement and feedback. Both students and teachers found the tools engaging and efficient. Challenges included blending oral and written communication, managing large chat texts, and limitations of computer labs for discussion. Overall, polling and chat can create an interactive learning environment that accommodates different styles while improving understanding between students and teachers.
The document discusses research on computer-assisted language learning (CALL) and parental involvement in education. It provides an overview of previous studies that have found benefits of CALL and parental involvement on students' language achievement. The current study examined the effects of CALL combined with parental participation via email correspondence of classroom observations on the English language achievement of Saudi students. It used a teaching software, pre-posttests, observation checklists, and interviews. The study found that parental involvement had a positive impact on students' overall English language performance.
This document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
4 Benefits οf Technology Integration In The Education SphereDelphian School
Technology integration in education provides several benefits: it makes teaching and learning easier by allowing visual lessons and presentations; it increases accessibility of distance learning; it allows students and teachers to access information anytime; and it enhances collaboration by enabling connected work in various environments.
Technology plays an important role in education by promoting student learning and facilitating teachers' tasks. It serves different learning styles through varied media like video and pictures. Technology also allows students to learn more through online resources and exercise their curiosity. Additionally, it helps teachers display information to many students with different needs. Technology further promotes collaboration through communication between schools and supports self-directed, lifelong learning outside the classroom. Overall, integrating technology in teaching enhances learning, facilitates instruction, and promotes critical thinking and language skills.
The document discusses the use of technology in education. It notes that while access to technology is widespread, its impact on learning is unclear, with some studies showing minimal effects. The purpose of the study described is to observe how educational technology affects student interactions and engagement in classrooms. Understanding these impacts could help schools better integrate technology in a way that improves learning.
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Enhancing students’ understanding of algebra concepts through cooperative com...Gambari Isiaka
This study investigated how using a cooperative computer instruction (CCI) approach could enhance students' understanding of algebra concepts, compared to individualized computer instruction (ICI) and conventional classroom instruction. 60 secondary school students in Nigeria were given a pre-test and post-test on mathematics achievement. Students who used CCI performed better on the post-test than those using ICI or conventional instruction. However, there was no significant difference in performance between male and female students using CCI or ICI. The study concluded that teachers should be encouraged to use cooperative computer instruction to improve student performance in mathematics concepts.
Lets Bring Web 2 0 Technologies Into Language Classrooms An Interactive ProjectCem Balçıkanlı
This document discusses integrating technology into pre-service language teacher education programs. It notes that modern students are "digital natives" and teachers need to develop competencies to effectively integrate technologies like Web 2.0 tools into language teaching. The Gazi University teacher training program in Turkey incorporates activities using technologies to enhance learning, motivate students, and connect them with other language speakers. Student teachers reflected that technologies make teaching easier and more enjoyable, attracting students, but must be used appropriately to benefit learning.
This document discusses using social media to increase student engagement. It defines student engagement as students making a psychological investment in learning and understanding material. The document then provides examples of using social media for in-class and out-of-class purposes, such as backchanneling to allow private student discussions during class, polling students in real-time, and bringing in guest speakers via video chat. It also discusses using tools like Twitter and Pinterest to share class-related materials and discussions outside of class.
Technology can be integrated into classroom lessons and activities in many ways to support student learning. Teachers can use technology for information, images, interactions, and inquiry. Examples include word processors, calculators, websites, digital cameras, and more. By properly integrating technology, teachers can meet instructional standards and use technology as a learning tool. The effectiveness depends on proper planning, technical support, and trial periods to see how well technology engages students.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
1. The document discusses a case study on using mobile devices to conduct teacher professional development (PD) to improve their technology skills.
2. Five teachers with varying technology skills and motivation participated in the PD, which provided video clips on skills like PowerPoint, Google Earth, and image editing via mobile devices.
3. The teachers found the mobile-based PD more effective than workshops as it allowed flexible, self-paced learning anywhere, and helped reinforce skills through replay of video clips. They unanimously preferred this model for future PD.
Blended Learning: Kiosk Based Poster presentationDilip Barad
The document describes an experiment conducted by the Department of English at Bhavnagar University in Gujarat, India to incorporate blended learning techniques using web tools alongside traditional classroom teaching. Students used blogs to submit assignments, a web platform to create and share presentations, and Google Groups for online discussion. The methodology awarded points for student participation and comments on blogs and presentations. Both teachers and students found benefits like increased student attention, interest, and motivation compared to solely traditional learning methods.
La gestión del mantenimiento es fundamental para la disponibilidad y rentabilidad de los equipos. Ha evolucionado de un enfoque reactivo a reparar equipos una vez fallados, a enfoques preventivos y predictivos para prevenir fallas y optimizar el rendimiento a lo largo de la vida útil del equipo. El mantenimiento moderno busca maximizar la producción, minimizar costos y aumentar la confiabilidad de los sistemas a través de enfoques como el mantenimiento basado en la fiabilidad y el mantenimiento productivo total.
Aspectos teóricos de la Estadística Descriptiva.
Estudio de poblaciones y selección de muestras representativas
Análisis de resultados y la resolución de problemas.
This document summarizes key points from three articles about the use of technology in elementary classrooms. It finds that when students were provided computers on their desks, they were able to compose writing more easily by editing text. Students also learned to collaborate better by gathering research online and in libraries. One article discusses how technology helps teaching editing skills. It allows students to follow along as the teacher edits on a shared computer. Overall, the document finds that technology provides new educational opportunities that support different learning styles and access to advanced coursework.
The document analyzes technologies used on extreme learning websites. It identifies tools across five categories of extreme learning: language learning, outdoor/adventure learning, social change/global learning, virtual education, and other/miscellaneous. Across categories, websites utilized content delivery, interactive, and activity tools. Content was delivered through video, audio, texts and images while interactive tools included forums, chats, and social media. Activity tools enabled exercises, quizzes and progress tracking. The selection of technologies depended on the nature of education and intended purpose of each website.
This is a descriptive qualitative study on Teachers' perspective of ICT use in their teaching and proffesional development.
This paper was presented in ELC conference, may 2013 in Yogyakarta State university
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
This document discusses using polling and chat tools in the foreign language classroom to promote student participation. The author conducted a pedagogical experiment using Adobe Connect Pro in an advanced English grammar and translation course. Polling and chat allowed for widespread student involvement and feedback. Both students and teachers found the tools engaging and efficient. Challenges included blending oral and written communication, managing large chat texts, and limitations of computer labs for discussion. Overall, polling and chat can create an interactive learning environment that accommodates different styles while improving understanding between students and teachers.
The document discusses research on computer-assisted language learning (CALL) and parental involvement in education. It provides an overview of previous studies that have found benefits of CALL and parental involvement on students' language achievement. The current study examined the effects of CALL combined with parental participation via email correspondence of classroom observations on the English language achievement of Saudi students. It used a teaching software, pre-posttests, observation checklists, and interviews. The study found that parental involvement had a positive impact on students' overall English language performance.
This document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
4 Benefits οf Technology Integration In The Education SphereDelphian School
Technology integration in education provides several benefits: it makes teaching and learning easier by allowing visual lessons and presentations; it increases accessibility of distance learning; it allows students and teachers to access information anytime; and it enhances collaboration by enabling connected work in various environments.
Technology plays an important role in education by promoting student learning and facilitating teachers' tasks. It serves different learning styles through varied media like video and pictures. Technology also allows students to learn more through online resources and exercise their curiosity. Additionally, it helps teachers display information to many students with different needs. Technology further promotes collaboration through communication between schools and supports self-directed, lifelong learning outside the classroom. Overall, integrating technology in teaching enhances learning, facilitates instruction, and promotes critical thinking and language skills.
The document discusses the use of technology in education. It notes that while access to technology is widespread, its impact on learning is unclear, with some studies showing minimal effects. The purpose of the study described is to observe how educational technology affects student interactions and engagement in classrooms. Understanding these impacts could help schools better integrate technology in a way that improves learning.
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Enhancing students’ understanding of algebra concepts through cooperative com...Gambari Isiaka
This study investigated how using a cooperative computer instruction (CCI) approach could enhance students' understanding of algebra concepts, compared to individualized computer instruction (ICI) and conventional classroom instruction. 60 secondary school students in Nigeria were given a pre-test and post-test on mathematics achievement. Students who used CCI performed better on the post-test than those using ICI or conventional instruction. However, there was no significant difference in performance between male and female students using CCI or ICI. The study concluded that teachers should be encouraged to use cooperative computer instruction to improve student performance in mathematics concepts.
Lets Bring Web 2 0 Technologies Into Language Classrooms An Interactive ProjectCem Balçıkanlı
This document discusses integrating technology into pre-service language teacher education programs. It notes that modern students are "digital natives" and teachers need to develop competencies to effectively integrate technologies like Web 2.0 tools into language teaching. The Gazi University teacher training program in Turkey incorporates activities using technologies to enhance learning, motivate students, and connect them with other language speakers. Student teachers reflected that technologies make teaching easier and more enjoyable, attracting students, but must be used appropriately to benefit learning.
This document discusses using social media to increase student engagement. It defines student engagement as students making a psychological investment in learning and understanding material. The document then provides examples of using social media for in-class and out-of-class purposes, such as backchanneling to allow private student discussions during class, polling students in real-time, and bringing in guest speakers via video chat. It also discusses using tools like Twitter and Pinterest to share class-related materials and discussions outside of class.
Technology can be integrated into classroom lessons and activities in many ways to support student learning. Teachers can use technology for information, images, interactions, and inquiry. Examples include word processors, calculators, websites, digital cameras, and more. By properly integrating technology, teachers can meet instructional standards and use technology as a learning tool. The effectiveness depends on proper planning, technical support, and trial periods to see how well technology engages students.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
1. The document discusses a case study on using mobile devices to conduct teacher professional development (PD) to improve their technology skills.
2. Five teachers with varying technology skills and motivation participated in the PD, which provided video clips on skills like PowerPoint, Google Earth, and image editing via mobile devices.
3. The teachers found the mobile-based PD more effective than workshops as it allowed flexible, self-paced learning anywhere, and helped reinforce skills through replay of video clips. They unanimously preferred this model for future PD.
Blended Learning: Kiosk Based Poster presentationDilip Barad
The document describes an experiment conducted by the Department of English at Bhavnagar University in Gujarat, India to incorporate blended learning techniques using web tools alongside traditional classroom teaching. Students used blogs to submit assignments, a web platform to create and share presentations, and Google Groups for online discussion. The methodology awarded points for student participation and comments on blogs and presentations. Both teachers and students found benefits like increased student attention, interest, and motivation compared to solely traditional learning methods.
La gestión del mantenimiento es fundamental para la disponibilidad y rentabilidad de los equipos. Ha evolucionado de un enfoque reactivo a reparar equipos una vez fallados, a enfoques preventivos y predictivos para prevenir fallas y optimizar el rendimiento a lo largo de la vida útil del equipo. El mantenimiento moderno busca maximizar la producción, minimizar costos y aumentar la confiabilidad de los sistemas a través de enfoques como el mantenimiento basado en la fiabilidad y el mantenimiento productivo total.
Aspectos teóricos de la Estadística Descriptiva.
Estudio de poblaciones y selección de muestras representativas
Análisis de resultados y la resolución de problemas.
Procesos, tecnicas y estrategias de aprendizajes dipo (1)daylihnarianamora
El documento describe las fases del procesamiento de la información, incluyendo la fase de recepción, transformación y recuperación. La fase de recepción prepara la mente para recibir información a través de la sensibilización, motivación y estrategias atencionales. La fase de transformación implica la comprensión y retención de la información a través de estrategias como la selección, organización, elaboración y repetición. Finalmente, la fase de recuperación y transferencia recupera la información procesada.
1) O excesso de carros nas cidades brasileiras está causando congestionamentos e piorando a mobilidade urbana, afetando a qualidade de vida dos cidadãos.
2) A Política Nacional de Mobilidade Urbana estabelece princípios como priorizar o transporte não motorizado e coletivo sobre o individual para melhorar esse cenário.
3) Especialistas defendem que aplicar os instrumentos da PNMU, como planejamento urbano integrado e investimentos em modais alternativos ao carro, pode resolver a questão da mobilidade nas
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
El documento describe el servicio de instalación remota RIS de Microsoft, el cual permite instalar sistemas operativos Windows de forma remota y desatendida en los equipos de un dominio. Explica los pasos para instalar y configurar el servicio RIS, incluyendo la creación de un archivo de respuestas automáticas y un usuario con permisos para unir equipos al dominio durante la instalación remota.
El documento proporciona una introducción al cálculo y los números reales. Explica que el cálculo consiste en procedimientos para derivar consecuencias a partir de datos conocidos y ha tenido aplicaciones importantes en ciencias y tecnología. Describe los diferentes tipos de números reales como racionales, irracionales e inteiros y cómo se representan. También define conceptos matemáticos como conjuntos, operaciones con conjuntos y funciones.
Este documento presenta orientaciones didácticas para docentes sobre prácticas de escritura en el aula. En el primer capítulo se analizan diferentes concepciones sobre la enseñanza de la escritura, contrastándolas y poniéndolas en discusión. Luego, se presentan las razones por las cuales es importante incluir la escritura en la escuela, como herramienta de aprendizaje y participación ciudadana. Finalmente, se describe una secuencia didáctica de lectura y escritura desarrollada en el área de ciencias naturales,
El documento habla sobre el crecimiento del sector turismo como uno de los principales generadores de empleo a nivel mundial. Menciona que el 40% de las personas de clase media y media alta en Argentina realizan al menos un viaje al año y que el 96% lo hacen con fines vacacionales. Propone un sitio web que brinde información completa sobre diferentes destinos turísticos a partir de comentarios y recomendaciones de otros viajeros, para ayudar a los usuarios a planificar sus vacaciones de manera más segura y encontrar nuevas ideas de lugares para visit
El documento resume un informe de expertos de la ONU sobre el impacto del cambio climático. Advierte que el aumento de las temperaturas provocará más desastres como sequías, inundaciones e infecciones en las regiones más pobres, especialmente en América Latina y África en las próximas décadas. También señala que el calentamiento global ya es inevitable para las próximas décadas a pesar de medidas para reducir emisiones, y que el hombre es el principal responsable de este fenómeno.
El documento describe diferentes tipos de mantenimiento de máquinas, incluyendo el mantenimiento correctivo realizado por los propios operarios, el preventivo que busca prevenir fallas mediante inspecciones periódicas, y el predictivo que intenta predecir fallas usando monitoreo de parámetros. También discute el mantenimiento total productivo que involucra a toda la organización en los esfuerzos de mantenimiento.
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Teachers face difficulties integrating technology into the classroom due to limited equipment access, short class timelines, and varying beliefs about technology's role in learning. The document discusses research showing both benefits and challenges of educational technology use. It provides background on the study, which aims to understand issues preventing teachers from utilizing classroom technology in Malaysia.
Barriers to the successful integraration of ICTAliAqsamAbbasi
This document reviews the literature on barriers to integrating information and communication technology (ICT) into teaching and learning environments. It finds that while teachers desire to integrate ICT, they face major barriers of lack of confidence, lack of competence, and lack of access to resources. Effective professional development, sufficient time, technical support, ICT resources including hardware and software are needed to increase the possibility of excellent ICT integration. The paper provides recommendations to help overcome barriers and successfully integrate ICT.
BARRIERS TO CALL PRACTICES IN AN EFL CONTEXT: A CASE STUDY OF PREPARATORY YEA...ijdpsjournal
The present study attempts to find out the practical barriers to technology integration in an Arab EFL
scenario, particularly in the context of Preparatory Year English courses. The practical barriers to CALL
practices are multifaceted and vary according to contexts. In this mixed method study, 50 ESL teachers
were surveyed using a 5-point Likert-scale questionnaire. The questionnaire focused on the pedagogical,
technological, personal and administrative barriers to CALL integration in an EFL context. In addition, 21
teachers participated in the focus group discussion. Overall, the survey results found that the barriers
influencing CALL integration in the study context were moderate. However, lack of administrative support,
inadequate training, and absence of suitable materials were found as significant barriers to CALL
integration. The focus group discussion reiterated the issues and suggested practical solutions for
maximization of CALL practices. The study suggests a holistic administrative approach to solve the
barriers to CALL integration.
BARRIERS TO CALL PRACTICES IN AN EFL CONTEXT: A CASE STUDY OF PREPARATORY YEA...ijdpsjournal
The present study attempts to find out the practical barriers to technology integration in an Arab EFL
scenario, particularly in the context of Preparatory Year English courses. The practical barriers to CALL
practices are multifaceted and vary according to contexts. In this mixed method study, 50 ESL teachers
were surveyed using a 5-point Likert-scale questionnaire. The questionnaire focused on the pedagogical,
technological, personal and administrative barriers to CALL integration in an EFL context. In addition, 21
teachers participated in the focus group discussion. Overall, the survey results found that the barriers
influencing CALL integration in the study context were moderate. However, lack of administrative support,
inadequate training, and absence of suitable materials were found as significant barriers to CALL
integration. The focus group discussion reiterated the issues and suggested practical solutions for
maximization of CALL practices. The study suggests a holistic administrative approach to solve the
barriers to CALL integration.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
This document discusses the integration of technology in elementary classrooms. It explores both the benefits and disadvantages of bringing technology such as tablets, smart boards, and internet access into the classroom. While technology increases student engagement and improves learning outcomes, teachers require additional training to incorporate technology effectively. The document also examines barriers to technology integration like limited resources and attitudes about technology, and strategies to overcome these barriers through developing a shared technology vision and increasing professional development for teachers.
This document discusses the need for teachers to integrate technology into their teaching practices as technology use among students is rising. It notes that while many teachers receive training, surveys find that technology is not being used as much in the classroom as expected. The document argues that teachers must seek ongoing professional development to stay knowledgeable about emerging technologies and adapt their teaching methods to make effective use of technology. It stresses that teachers should "accelerate" their technology skills to become 21st century educators.
The document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are online platforms that allow teachers and students to manage coursework electronically. When used properly, LMS can facilitate blended learning by combining online and face-to-face instruction. However, barriers like lack of educational content aligned with curricula and technical issues can limit LMS effectiveness. Overall, LMS have potential to enhance learning if implemented properly with curriculum integration and educator support.
AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docxdaniahendric
AN EXPLORATORY STUDY ON K-12 TEACHERS'
USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM
INTRODUCTION
Teachers
positively support their curricular goals and enhance
classroom instruction (Smerdon, B., Cronen, S., Lanahan, L.,
Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray,
Thomas & Lewis, 2010). There are multiple technology tools
st
in the 21 century available for teachers to integrate in their
classroom for these purposes; however, there are
challenges. These tools change rapidly so it becomes
inherent for schools to have current technology and
teachers that are sufficiently prepared to use these
technology tools (Hinostroza, 2011). Often teachers do not
understand terminology necessary to communicate when
using these tools. Two terms educators commonly use
interchangeably are technology and multimedia. The term
“technology” denotes the hardware that is used in the
classroom and the term “multimedia”conveys software
applications combining digital media types, such as text,
images, sound, and video, which are the definitions used in
this study. Furthermore, it is difficult to establish a skill and
integrate technology in their classroom to
By
knowledge level necessary for educators.
The International Society for Technology in Education (ISTE)
developed five standards in evaluating the necessary skills
and knowledge of educators. These five standards are to:
1) Facilitate and inspire student learning and creativity; 2)
Design and develop digital age learning experiences and
assessments; 3) Model digital age work and learning; 4)
Promote and model digital citizenship and responsibility;
and 5) Engage in professional growth and leadership (ISTE,
2008).
For the purposes of this study, the ISTE Standard 2: Design
and develop digital age learning experiences and
assessments and ISTE Standard 3: Model digital age work
and learning, were the primary focus. More specifically, two
indicators from standard 2 were examined: a) Design or
adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity and b) Develop technology-enriched learning
environments that enable all students to pursue their
individual curiosities and become active participants in
* Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA.
** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA.
ABSTRACT
st
21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory
study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the
Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What
technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
This document describes a summer professional development workshop for early childhood teachers to learn how to effectively integrate technology into their classrooms. The workshop provided hands-on experience with various instructional tools and technology applications. Teachers explored strategies for incorporating tools like digital cameras, Microsoft Office, and multimedia tools into lessons aligned with constructivist pedagogy. They completed individual technology-based projects relevant to their teaching each week and received feedback from facilitators. The goal was to help teachers adopt a suitable model for technology integration to support young learners' development and learning.
This study explored the main barriers to effective integration of Information and Communication Technology (ICT) in Harare Secondary School Education. Data were collected using close ended questionnaires. Participatory research was also carried out to familiarize with the changes happening in secondary schools with respect to integration of ICT in education and to find out the challenges being faced. Data were analyzed using the Statistical Package for Social Scientists (SPSS). The results showed that although teachers are aware of the benefits of using ICTs in education there was still limited use of this pedagogy in classrooms as teachers were facing a number of challenges which acted as barriers to the successful implementation of ICT in education. These include lack of a clear sense of direction on how to use ICT to enhance the learning of students, inadequate resources and support as well as lack of the required technological skills among the teachers. The study recommends that effective planning to counter these barriers before implementation would greatly increase the effectiveness of ICT integration in secondary schools.
Benefits to the integration technology in educationm_chere
Technology has the potential to improve student work and learning outcomes in several ways:
1) Research shows that technology leads to higher quality student work, better writing, and higher GPAs compared to traditional methods.
2) Students with special needs like dyslexia have shown significant improvements in reading ability and test scores when using computer programs.
3) At-risk students are more engaged and cooperative with technology compared to traditional classrooms.
4) Most students prefer learning with technology, which improves their attitudes towards learning and confidence.
ICT promotes English language use by enabling creative tools like presentations, podcasts and video that allow students to interact with language. Communication tools like email and discussion boards facilitate asynchronous and synchronous interaction. Reading, writing, listening and speaking skills can be developed through e-books, blogs, videos and audio files. Virtual learning environments provide online spaces for students and teachers to organize work. Studies show digital storytelling and ICT use improve students' speaking skills and motivation to learn English.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
This document discusses literacy pedagogy and the use of technology in classrooms. It begins by reviewing literature on how technology has been integrated into literacy education with mixed success. The document then examines the classroom practices of three teachers through the framework of activity theory to understand how technologies, pedagogy, and school culture interact. The researchers observed literacy lessons, interviewed teachers, and analyzed documents to develop case studies of each teacher. Their goal was to understand how technology fits with and may enhance established literacy practices.
Studentsí» motivation and instructorsí» technology use in higher education a ...Alexander Decker
This study examined the relationship between technology use by instructors and student motivation in higher education classrooms in the Gulf region. The researcher surveyed 600 students and 30 instructors at a public college. The findings supported Keller's ARCS model of motivation, showing significant correlations between technology use and gaining student attention, relevance of material, student confidence, and satisfaction. The study aimed to address the problem of student boredom and lack of motivation by exploring how technology can be used to engage students and make learning more interactive.
Integrating ict as an integral teaching and learning tool into presyed ahmed
This document summarizes different approaches to integrating ICT (Information and Communications Technology) into pre-service teacher training courses and discusses their strengths and weaknesses. It identifies four primary approaches: 1) ICT skills development, 2) ICT pedagogy, 3) Subject-specific, and 4) Practice-driven. While the skills and pedagogy approaches improve ICT literacy, they often do not transfer to classroom use. The subject-specific and practice-driven approaches, which model ICT integration across subjects and require use during teaching practicums, have more success in encouraging pre-service teachers to integrate ICT into their own teaching. However, challenges remain such as tutor teachers' own ICT skills and perceptions of
- There is a large gap between the amount of technology available to public schools and how much technology is actually used in classrooms. While schools have many technological resources, teachers do not fully integrate technology into their teaching.
- For technology use to increase, teachers need professional development to learn new skills and shift to a more constructivist pedagogical approach that views technology as a tool for student-centered learning. Simply placing technology in classrooms is not enough.
- Pre-service teacher education programs have added more technology training, but new teachers also struggle to fully integrate technology into teaching. A shift in pedagogical beliefs may be needed as well as ongoing professional development for in-service teachers.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
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9
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11.technology in language education benefits and barriers
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 5, 2012
Technology in Language Education: Benefits and Barriers
Mohammad Javad Riasati 1* Negah Allahyar 2 Kok-Eng Tan2
1. Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2. School of Educational Studies, Universiti Sains Malaysia, 11800 Pulau Pinang, Malaysia
* E-mail of the corresponding author: mjriasati2002@yahoo.com
Abstract
Technology, especially e-learning technology, is being increasingly employed in instruction to enhance
teaching and learning. This paper is a preliminary discussion of the advantages of and barriers to the
use of technology in language instruction. Understanding the benefits and barriers of technology
integration is a crucial step in integrating technology into education successfully. Lack of this
knowledge may significantly impede stakeholders and educational centers from meeting the challenges
of introducing and supporting the extensive use of technology by teachers in the classroom. Findings
from empirical research in this area, as well as implications for language practitioners, are included in
the discussion.
Keywords: Language teaching, Technology, Barriers, Benefits.
1. Introduction
A variety of e-learning technologies are available for use in educational programs. In many parts of the
world, education ministries and universities have invested much effort into increasing the use of the
web in all its forms (for example, e-books, simulations, text messaging, podcasting. wikis, and blogs)
to meet the demands of competitive markets and to bring a variety of learning choices to their learners.
It has been reported that the advent of new technology has a positive influence on both learners and
teachers (Mansor 2001). Researchers (Friggard 2002; Miner 2004; Timucin 2006) have demonstrated
that technology boosts the development of teaching methods as well as students’ knowledge. Lam and
Lawrence (2002) claim that technology provides learners with regulation of their own learning process
and easy access to information the teacher may not be able to provide. The potentially positive side of
incorporating technology has encouraged foreign language educators to apply its advantages to
enhance pedagogical practices. However, the integration of technology in the classroom cannot be
devoid of problems. This paper aims to discuss both the positive and negative aspects of technology
use so as to provide practicing teachers and researchers with some essential background information
and useful references. The list is not exhaustive but serves to be a starting point for interested readers.
We will begin with the advantages.
2. Advantages
Several studies have documented the advantages of technology for language learning. These studies
cover different aspects of learning as discussed in the following sections.
2.1 Engagement
Some researchers maintain that one of the benefits of technology use is an increase in student
motivation (Dunken 1990), as fun and games are being brought into the classroom (Lee 2000). This fun
factor is a key benefit in a language classroom (Galavis 1998; Warschauer & Healey, 1998). Moreover,
the novelty of the new technologies or learners’ experience of those technologies in the classroom can
enhance learners’ engagement and motivation in fulfilling tasks (see Department of Education and
Early Childhood Development (DEECD 2010).
2.2 Improvement in Academic Ability
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In addition, technology appears to improve language learners’ academic ability. Lee (2001) believes
that Computer Assisted Language Learning (CALL) can do just this. This improvement is probably
achieved by changing students’ learning attitudes and boosting their self-confidence. Along this line,
Galavis (1998) and Dunken (1990) assert that the use of technology enhances learners’ language
proficiency and their overall academic skills.
2.3 A Paradigm Shift in Teaching and Learning
The advent of technology and development in the field of education has accelerated a shift from
teacher-centered to learner-centered approaches in language learning and teaching. To meet the needs
of digitally grown-up learners, teachers need to adopt a different role. They need to be facilitators,
rather than the traditional bench-bound instructors, and they need to support and guide students’
learning (DEECD 2010). Learning technologies support this important shift for the benefit of the
learner.
2.4 An Assessment Shift
Incorporation of technology in the classroom enables learners to assess their own work in a more
meaningful way, become better aware of the quality of their work and accept feedback more willingly.
Moreover, it gives them a chance to undertake a more self-monitoring role, which leads to a higher
chance of fulfilling tasks successfully. Teachers can also assess students’ knowledge more accurately
and objectively. The overall assessment shift from teacher to self and peer evaluation (see DEECD
2010) contributes to the development of student autonomy which is emphasized in learning in the 21st
century.
2.5 Collaborative Learning Enhancement
Another benefit of technology use is the encouragement of collaboration and communication in
learning activities. According to Gillespie (2006), new technology enables students to collect
information and interact with resources, such as images and videos. Murphy (2006) states that the
Internet can serve not only as a reference source but also as a means of communication. It is argued
that technology enables the user to get connected to the world outside of the classroom and hence
produce high-quality work, knowing that their work will be viewed by a large audience. In addition,
learners can get in touch with their peers from other schools, experts in the field and members of
interest groups (see DEECD 2010)
2.6 Lowering Learning Anxiety Level
Another advantage of technology is its potential for lowering anxiety among learners (Chapelle 2001;
Levy 1997). In an exploration of EFL teachers' perceptions of CALL, Ozerol (2009) selected 60
language teachers, from various schools in Turkey. These teachers commonly agreed that technology
lowered students' language learning anxiety whilst giving them more opportunity to communicate.
Consistent with such findings is Braul’s (2006) study that showed that using computers in language
classrooms brought variety into the classroom atmosphere, developed learners’ particular language
skills and increased learner autonomy.
3. Barriers
While the advantages of technology use are often reported, it would be naïve to expect technology use
to transform language teaching or learning without first encountering and overcoming some barriers.
Like the benefits, these barriers are wide-ranging.
3.1 Lack of access
Lack of access to technology resources that requires an Internet connection is a major disadvantage for
those schools and individuals who can barely afford or do not have access to a computer or an Internet
connection (Coghlan 2004). The initial startup expenses (Warschauer & Meskill 2000) and the costs of
hardware and computer equipment are also an issue for low-budget schools (Gips et al. 2004; Lai &
Kritsonis 2006). Mike (1996) states that unequal opportunity to access technology and the Internet has
been frustrating for both language teachers and students. Non-availability of technology resources is
not, in and of itself, the result of inaccessibility to such sources. The low frequency of technology use
could be due to lack of expertise on the part of the teachers. In some other cases, school budgets may
not be able to support teacher training (Vi 2005).
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3.2 Lack of Effective Training
Many researchers believe that lack of teacher training, lack of knowledge and practice are factors that
prevent the successful use of the Internet as a learning tool. Many researchers (e.g., Coghlan 2004; Lai
& Kritsonis 2006; Schwab & Foa 2001) agree that teachers must increase their computer competency
to use technology effectively. As found in Symonds (2000), teachers are not given sufficient training.
Romano (2003) found clearly that access to technology does not improve learning unless teachers are
empowered to adopt technology as an educational tool. Baylor and Ritchie (2002) also argue that
technology would remain unused if faculty members do not develop the appropriate skills, knowledge
and attitude for incorporating it into the curriculum.
3.3 Teachers’ Attitude
Research into the barriers to technology use in education has found that teachers’ attitude was a
significant barrier in the academia (Hodas 1993). Some teachers thought that technology was a
disruptive tool and resisted any changes (McGrail 2005). Fang & Warschauer (2004) reported that
traditional teachers were afraid of authority loss. Some scholars agreed that context could be a big
barrier to deterring teachers from adopting the use of technology (see Dawes 2001; Becta 2004).
Teachers’ lack of confidence was rooted in their fear of failure or lack of technology knowledge, which
made them feel anxious (see Beggs 2000; Balanskat et al. 2006). In Becta’s (2004) study, the teachers
reported that they felt frightened to use technology in the classroom if they could not trust their
knowledge.
3.4 Students’ Attitude
Some researchers, on the other hand, have been concerned about the students’ reactions to the use of
technology in the classroom. The justification for their concern is that the use of technology is in its
infancy and its use requires a shift from traditional teaching approaches. If the shift is drastic and
sudden and students perceive the experience negatively, they may resist such changes, which in turn
will lead to poor academic performance.
3.5 Lack of Time
Lack of time and technical support (Jacobsen & Lock 2005; King 2003) could be other reasons for
teachers’ disinclination toward using technology. In an exploration of teachers’ perceptions of the use
of technology in teaching languages in United Arab Emirates schools, Ismail & Almekhlafi (2010)
reported teachers’ lack of time for preparation and technology implementation as the most important
barriers. Similarly, the teachers in ChanLin et al. (2006) reported that the integration of technology in
their classes required much more time and effort compared to regular classes which do not use
technology.
In sum, the discussion in this paper emphasizes that the use of technology brings about both advantages
and barriers for language teaching. However, the benefits to learning seem significant. As Davies et al.
(2010) put it, increasing the use of technology in the classroom may improve certain aspects of
classroom experience. Nevertheless, the issue that deserves continued investigation is how much value
the use of technology adds to education. It is hoped that more research will be conducted to help
teachers overcome barriers in technology integration and create models of technology-based and web-
based teaching.
4. Conclusion and Implications
This paper has attempted to present the advantages of and barriers to the use of technology in today's
language classrooms to maximize its benefits for language teaching and learning. Findings from
empirical research and the literature showed that technology integration in language teaching is
advocated for a variety of reasons which include: ‘engagement’, ‘improvement in academic ability’,
‘paradigm shift’, ‘assessment shift’ and ‘collaborative learning enhancement’. However there are some
barriers hindering the use of technology. The barriers discussed are ‘lack of accesses, ‘lack of time’,
‘lack of effective training’, ‘teachers’ attitude’, and ‘students’ attitude’. Awareness of the barriers to
and advantages of technology in enhancing teaching certainly has implications for teacher education.
Perhaps the first step before equipping institutions with technology and implementing any change is to
train the staff adequately. In addition, teacher training might prepare teachers for their new roles to use
technology for collaboration and engagement. Teacher training centers should work towards providing
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teachers with sufficient computers, Internet access, and technical support. Additionally, as time is a
legitimate concern of teachers to plan technology-based lessons, to surf the different websites, and to
cover sufficient content in the allotted time frames, schools should provide teachers with
sufficient time to spend on incorporating technology into their teaching practice. For example,
giving opportunities to teachers during regular professional development courses to explore different
aspects of technology can help them increase their confidence in using technology and thereby change
their negative attitude.
Further, teachers new to technology-based learning and teaching need to understand their changed roles
and responsibilities in the new modality of learning and teaching (Lorenzetti 2004). At the same time,
teachers need to bear in mind that it is pedagogy, not technology that determines learning effectiveness
(Appana 2008). To make a successful transition from traditional pedagogy to technology-enriched
instruction, teachers need to alter their teaching approaches to achieve effective teaching (Grosse 2004;
Maguire 2005).
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Mohammad Javad Riasati is a PhD candidate of TESL at University Putra Malaysia. He has more
than ten years of teaching experience at different language institutes and universities. He got his MA in
TEFL from Shiraz University, Iran. His research areas include language learning styles and strategies,
language learning anxiety, and classroom participation.
Negah Allahyar is a PhD candidate at Universiti Sains Malaysia bringing with her 10 years of
language teaching experience. She graduated from Azad University in Language Teaching. She
received her BA in English literature from Semnan State University. Her main areas of interest are ICT
and education, grammar, and recently classroom interaction.
Assoc. Prof. Kok-Eng Tan is currently the Chair of the B.Ed. (TESOL) programme at the School of
Educational Studies, Universiti Sains Malaysia. Her research interests include in-school and out-of-
school English literacy among adolescents, writing practices, ELT and teacher education in TESOL.
30
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