EFL teacher educators were surveyed about their attitudes towards Computer Assisted Language Learning (CALL). While their general attitudes were positive, scores on anxiety and avoidance subscales indicated barriers exist. Barriers mentioned included lack of hardware, time, and technical support. Despite availability issues, some felt attitudes were a bigger barrier. Computers were used for presentations, exercises, and communication. No significant gender differences existed in attitudes. Older educators were slightly less enthusiastic about CALL. Eliminating barriers may not be enough, as educators need to feel competent and see technology's benefits for student learning.
Developing Deep and Authentic Learning in Remote Teaching and Learning during...Seun Oyekola
This document discusses developing deep and authentic learning in remote teaching during the COVID-19 pandemic. It analyzes student experiences and challenges with the transition to online learning through interviews. Global design principles are proposed to guide instructional design, including creating engaging learning spaces, providing scaffolding and coaching, and encouraging collaboration. An intervention is proposed addressing access issues, reducing isolation, engaging teaching methods, and adopting varied activity types based on learning theories. The goal is to promote continued meaningful learning remotely.
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
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.
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
This document summarizes a qualitative multiple case study on the impact of an online teaching professional development program (OTLO) on teachers' face-to-face teaching practices. The study found that OTLO training led teachers to incorporate more technology tools and student-centered practices in their classrooms. Key elements of effective professional development included workshops, online community building, and modeling technology integration. The study concluded that online teaching training should be a standard part of teacher education to help teachers develop 21st century skills.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
Developing Deep and Authentic Learning in Remote Teaching and Learning during...Seun Oyekola
This document discusses developing deep and authentic learning in remote teaching during the COVID-19 pandemic. It analyzes student experiences and challenges with the transition to online learning through interviews. Global design principles are proposed to guide instructional design, including creating engaging learning spaces, providing scaffolding and coaching, and encouraging collaboration. An intervention is proposed addressing access issues, reducing isolation, engaging teaching methods, and adopting varied activity types based on learning theories. The goal is to promote continued meaningful learning remotely.
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
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.
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
This document summarizes a qualitative multiple case study on the impact of an online teaching professional development program (OTLO) on teachers' face-to-face teaching practices. The study found that OTLO training led teachers to incorporate more technology tools and student-centered practices in their classrooms. Key elements of effective professional development included workshops, online community building, and modeling technology integration. The study concluded that online teaching training should be a standard part of teacher education to help teachers develop 21st century skills.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
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
1) The document discusses the use of educational technology and other learning resources in language teaching. It presents an overview of modern teaching practices using computers and the Internet in the classroom.
2) A case study is described that examined the impact of an educational technology program called Intel Teach on students compared to a control group where traditional teaching methods were used. Assessment results showed students in the technology-integrated group performed better.
3) The case study found that the technology program improved students' computer skills and attitudes towards technology use, supporting theories that students learn in different ways and benefit from more hands-on, collaborative, project-based approaches.
University of Michigan CRLT Study of LectureTools and Laptop UseLectureTools
The document summarizes findings from a study on the effective use of laptops in classrooms using the LectureTools software. Key findings include:
- Students reported being distracted by laptops but also more engaged when instructors used LectureTools features well
- Instructors' use of LectureTools was categorized into three levels: presentation, integration, and reflection. Student perceptions of engagement and learning improved with higher levels of use.
- When used intentionally to support pedagogy through activities, feedback, and participation, LectureTools had a positive impact on teaching and learning according to student and instructor surveys and interviews. However, distraction remains a challenge.
Impact of technology on teaching and learningSteven Poast
The document discusses the impact of technology on teaching and learning. It reviews how technology benefits student performance and engagement in both traditional and online classrooms. It explores how software programs and online learning help meet the needs of different learning styles. The document also examines how technology allows for more accessible education and helps develop 21st century skills. It concludes by looking at future innovations and the importance of integrating technology into education standards.
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
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
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.
Our porfolio in educational technology2Salido Noel
This document provides an overview of students' portfolio in educational technology. It contains 3 sections:
1. Introduction of the students, Noel M. Salido and Rhea A. Manzano, who are 3rd year Bachelor of Secondary Education students at Palawan State University.
2. Definitions and objectives of educational technology which aims to provide education on using technology for instruction and impart learning experiences.
3. Discussions of key aspects of educational technology including whether technology is a boon or bane, its systematic approach to teaching, roles in learning, and Edgar Dale's Cone of Experience model of learning.
The document discusses a study on students' perceptions and attitudes towards computer-assisted learning among Grade 11 students in Old Damulog National High School in the Philippines. It begins with an introduction that provides background information on computer-assisted learning and its benefits. It then states the objectives, significance and limitations of the study. The results and discussion section analyzes students' perceptions based on survey responses. It found that students strongly agreed that computers can increase their interest in learning and chances of future career opportunities, but were undecided on whether computers distract them or if they have enough skills to use computers. Overall, the study aimed to examine students' views of using technology to aid their education.
E-LEARNING TECHNOLOGIES AND HUMAN LEARNING PROCESSijejournal
E-learning technologies and their impact on human learning are discussed. Interactive technologies have changed the learning process by allowing virtual classrooms and distance education. While teachers can guide learning, self-learning is also effective and promotes creativity. Technology implementation requires paired learning modules and assessments to ensure competence. Online learning has benefits like flexibility but also risks like cheating. E-learning technologies now meet many educational standards and will continue transforming education by engaging learners.
This document discusses the history and applications of computer-assisted language learning (CALL). It defines CALL as using computer technologies to support language teaching and learning. CALL can promote in-depth learning, increase engagement, and build global connections. However, many teachers are reluctant to integrate technology due to lack of training and support. The document advocates for action research where teachers experiment with CALL applications in their own classrooms to overcome barriers and improve practice.
- Multiliteracies refers to making meaning in a globalized, multimodal learning environment, encompassing increased communication channels and cultural diversity. It moves beyond traditional literacy to include visual, audio, and spatial modes of meaning-making.
- Successful application of assistive technology (AT) faces difficulties including selecting an appropriate technology that matches both instructional needs and individual student needs, infrequent use due to lack of training for teachers and students, and potential negative attitudes from both teachers and students regarding AT.
Teachers Attitude towards ICT in English Language ClassroomMd. Shahriar Shafiq
English and ICT have become major tools for education and communication worldwide due to global needs and acceptance of those skills. In recent years, those skills have been integrated in language learning classrooms where English is being taught through ICT equipment. Thus it has become the part of pedagogical practice in different countries e.g. Malaysia, Singapore, Taiwan, Hong Kong and so governments invest in integrating ICT with education. In Bangladesh, government and some other national and international NGOs are working to implement English language learning programs through the use of ICT. English in Action (EIA) is one of them which is implementing this innovation countrywide and providing training to the teachers for implementing the practice in the classroom. This study aims to find out teachers’ readiness, attitude and use of available ICT in language classroom under the EIA intervention.
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.
This document summarizes an action research project analyzing effective technology use in the classroom. Surveys, interviews, and observations of teachers at Grassy Pond Elementary School found that younger teachers were more comfortable using technology, while veteran teachers relied more on traditional methods. Data also showed that teachers felt they needed more training to effectively integrate technology. Students were more engaged when using devices like iPads throughout the day. Based on these findings, the school plans to provide more ongoing technology training for teachers and purchase additional devices to have one-to-one access for students.
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.
This document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are software that administer, track, and deliver educational courses online. They provide a digital space for documentation, tracking, and online delivery of materials. Examples include Google Classroom, Blackboard, and Moodle. While e-learning has advantages like expanded access and lower costs, it also has disadvantages like lack of interaction and feelings of isolation. Blended learning, which combines online and face-to-face learning, is presented as an alternative that can address some of e-learning's limitations.
This document provides an overview of e-learning and related concepts. It discusses the definition of e-learning and its history. Several learning theories that relate to e-learning are outlined, including dual coding theory and social constructivism. Factors like spatial and temporal contiguity that can enhance learning are mentioned. The importance of self-regulation in e-learning is covered. Challenges for teachers in adopting technology and the need for proper training and support are also summarized.
The document summarizes an ICT-assisted oral English instruction program for 7th grade students in Indonesia. It describes the goals of using ICT to improve students' oral English skills, the design of instructional materials incorporating videos, images and recordings, and the positive student feedback received through questionnaires. Students responded positively to the use of technology and engaging activities in pairs or small groups, finding that it improved their vocabulary, grammar and English comprehension.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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
1) The document discusses the use of educational technology and other learning resources in language teaching. It presents an overview of modern teaching practices using computers and the Internet in the classroom.
2) A case study is described that examined the impact of an educational technology program called Intel Teach on students compared to a control group where traditional teaching methods were used. Assessment results showed students in the technology-integrated group performed better.
3) The case study found that the technology program improved students' computer skills and attitudes towards technology use, supporting theories that students learn in different ways and benefit from more hands-on, collaborative, project-based approaches.
University of Michigan CRLT Study of LectureTools and Laptop UseLectureTools
The document summarizes findings from a study on the effective use of laptops in classrooms using the LectureTools software. Key findings include:
- Students reported being distracted by laptops but also more engaged when instructors used LectureTools features well
- Instructors' use of LectureTools was categorized into three levels: presentation, integration, and reflection. Student perceptions of engagement and learning improved with higher levels of use.
- When used intentionally to support pedagogy through activities, feedback, and participation, LectureTools had a positive impact on teaching and learning according to student and instructor surveys and interviews. However, distraction remains a challenge.
Impact of technology on teaching and learningSteven Poast
The document discusses the impact of technology on teaching and learning. It reviews how technology benefits student performance and engagement in both traditional and online classrooms. It explores how software programs and online learning help meet the needs of different learning styles. The document also examines how technology allows for more accessible education and helps develop 21st century skills. It concludes by looking at future innovations and the importance of integrating technology into education standards.
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
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
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.
Our porfolio in educational technology2Salido Noel
This document provides an overview of students' portfolio in educational technology. It contains 3 sections:
1. Introduction of the students, Noel M. Salido and Rhea A. Manzano, who are 3rd year Bachelor of Secondary Education students at Palawan State University.
2. Definitions and objectives of educational technology which aims to provide education on using technology for instruction and impart learning experiences.
3. Discussions of key aspects of educational technology including whether technology is a boon or bane, its systematic approach to teaching, roles in learning, and Edgar Dale's Cone of Experience model of learning.
The document discusses a study on students' perceptions and attitudes towards computer-assisted learning among Grade 11 students in Old Damulog National High School in the Philippines. It begins with an introduction that provides background information on computer-assisted learning and its benefits. It then states the objectives, significance and limitations of the study. The results and discussion section analyzes students' perceptions based on survey responses. It found that students strongly agreed that computers can increase their interest in learning and chances of future career opportunities, but were undecided on whether computers distract them or if they have enough skills to use computers. Overall, the study aimed to examine students' views of using technology to aid their education.
E-LEARNING TECHNOLOGIES AND HUMAN LEARNING PROCESSijejournal
E-learning technologies and their impact on human learning are discussed. Interactive technologies have changed the learning process by allowing virtual classrooms and distance education. While teachers can guide learning, self-learning is also effective and promotes creativity. Technology implementation requires paired learning modules and assessments to ensure competence. Online learning has benefits like flexibility but also risks like cheating. E-learning technologies now meet many educational standards and will continue transforming education by engaging learners.
This document discusses the history and applications of computer-assisted language learning (CALL). It defines CALL as using computer technologies to support language teaching and learning. CALL can promote in-depth learning, increase engagement, and build global connections. However, many teachers are reluctant to integrate technology due to lack of training and support. The document advocates for action research where teachers experiment with CALL applications in their own classrooms to overcome barriers and improve practice.
- Multiliteracies refers to making meaning in a globalized, multimodal learning environment, encompassing increased communication channels and cultural diversity. It moves beyond traditional literacy to include visual, audio, and spatial modes of meaning-making.
- Successful application of assistive technology (AT) faces difficulties including selecting an appropriate technology that matches both instructional needs and individual student needs, infrequent use due to lack of training for teachers and students, and potential negative attitudes from both teachers and students regarding AT.
Teachers Attitude towards ICT in English Language ClassroomMd. Shahriar Shafiq
English and ICT have become major tools for education and communication worldwide due to global needs and acceptance of those skills. In recent years, those skills have been integrated in language learning classrooms where English is being taught through ICT equipment. Thus it has become the part of pedagogical practice in different countries e.g. Malaysia, Singapore, Taiwan, Hong Kong and so governments invest in integrating ICT with education. In Bangladesh, government and some other national and international NGOs are working to implement English language learning programs through the use of ICT. English in Action (EIA) is one of them which is implementing this innovation countrywide and providing training to the teachers for implementing the practice in the classroom. This study aims to find out teachers’ readiness, attitude and use of available ICT in language classroom under the EIA intervention.
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.
This document summarizes an action research project analyzing effective technology use in the classroom. Surveys, interviews, and observations of teachers at Grassy Pond Elementary School found that younger teachers were more comfortable using technology, while veteran teachers relied more on traditional methods. Data also showed that teachers felt they needed more training to effectively integrate technology. Students were more engaged when using devices like iPads throughout the day. Based on these findings, the school plans to provide more ongoing technology training for teachers and purchase additional devices to have one-to-one access for students.
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.
This document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are software that administer, track, and deliver educational courses online. They provide a digital space for documentation, tracking, and online delivery of materials. Examples include Google Classroom, Blackboard, and Moodle. While e-learning has advantages like expanded access and lower costs, it also has disadvantages like lack of interaction and feelings of isolation. Blended learning, which combines online and face-to-face learning, is presented as an alternative that can address some of e-learning's limitations.
This document provides an overview of e-learning and related concepts. It discusses the definition of e-learning and its history. Several learning theories that relate to e-learning are outlined, including dual coding theory and social constructivism. Factors like spatial and temporal contiguity that can enhance learning are mentioned. The importance of self-regulation in e-learning is covered. Challenges for teachers in adopting technology and the need for proper training and support are also summarized.
The document summarizes an ICT-assisted oral English instruction program for 7th grade students in Indonesia. It describes the goals of using ICT to improve students' oral English skills, the design of instructional materials incorporating videos, images and recordings, and the positive student feedback received through questionnaires. Students responded positively to the use of technology and engaging activities in pairs or small groups, finding that it improved their vocabulary, grammar and English comprehension.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
ALPER EMISC 26.11.ppt
1. Doç. Dr. Neşe CABAROĞLU
Öğr. Gör. Sezer Alper ZEREYALP
Doç. Dr. Oğuz M. KUTLU
2. “Our students have changed radically. Today’s
students are no longer the people our educational system
was designed to teach…”
“Our ‘Digital Immigrant’ instructors, who speak an
outdated language (that of the pre-digital age), are
struggling to teach a population that speaks an entirely a
new language…”
Marc Prensky, (2001).
3. Computer revolution has tremendously affected not only the way
people live but also the way people do their jobs. A few decades ago,
it was very hard to imagine that computers would be so widespread,
available and practical. There is almost no aspect of our lives where
computers are not used.
In general, Computer Assisted Language Learning (CALL) may be
defined as the use of computers in language instruction. Schofield
(1995) defines CALL as any kind of language learning or teaching
activity done by using computers.
Literature review
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4. Teachers‘ ideas, feelings and attitudes related to teaching are for
sure shaped by their educators‘ ideas, attitudes and feelings.
Ridzuan, Sam and Ahmad (2001, 1) clearly point out that
‘”teacher educators, as frontliners of the teacher preparation
process, should themselves be well versed in the fields of
integrating computers into the learning processes”.
They claim that it is expected that teacher educators who use
computers regularly and have positive attitudes towards computers,
will - transmit some of their knowledge, skills and enthusiasm to
prospective teachers who will enter the school system.
Literature review
2 out of 4
5. revealed that - EFL teachers - hindered by a lack of access to
equipment, a lack of professional support, and a lack of confidence
in their computer skills. (Lam, 2000)
It is stated that Teachers who lack confidence in their skills with
technology - less likely to use it because they think it threatens
their sense of competence in front of their students (Zammit, 1992,
Winnans and Sardo Brown,1992; George and Camarata, 1996).
Literature review
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6. Attitudes towards computers may be defined as - “specific feelings
that indicate whether a person likes or dislikes using computers”
(Simpson, Coballa, Oliver and Crawley, 1994).
A general finding is that teachers adopting a more positive computer
attitude are more likely to use computers in their classes (van Braak et
al. 2004).
Other teacher characteristics that can be connected to the educational
use of Information and Communication Technologies (ICT) are Teachers‘
educational beliefs‘ and Innovativeness
Literature review
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7. Statement of the Problem Why study
Teacher Attitudes on CALL?
Lam (2000) states that there has not been much research on
technology from the point of view of teachers and that the focus has
largely been on students and how they are affected by technology.
The main question was : Why teachers should or should not use
technology rather than why they do or do not use it.
As the act of teaching requires a two-way relationship (the learner
on one side and the teacher on the other) teachers’ attitudes
towards CALL, and teacher’s barriers to the use of CALL should also
be examined carefully.
We should be aware of EFL teacher educators’ attitudes towards
CALL since they are the most important models for prospective
language teachers.
8. Aim of the Study
to investigate the to identify EFL teacher educators‘ attitudes
and feelings towards Computer Assisted Language Learning. We
also aimed at finding out whether there was a difference
between female and male teacher educators‘ attitudes towards
CALL and the relationship between age and attitudes towards
CALL.
to reveal the teacher educators‘ barriers to the use of CALL (if
any).
9. 1. What are EFL teacher educators‘ attitudes towards using CALL?
Is there a significant difference between the attitudes of female and male
teacher educators?
Is there a significant difference between teacher educators‘ age groups and
their attitudes towards CALL?
2. What are EFL teacher educators‘ barriers (if any) to the use of
CALL?
Research Questions
10. Methodology
English language teacher educators teaching at state
universities in Turkey
Data collection tools: Questionnaires and interviews.
11. Participants
Teacher Educators from:
Middle East Technical University,
Balıkesir University,
Kocaeli University,
Abant İzzet Baysal University,
Boğaziçi University,
Marmara University,
Anadolu University,
Dicle University,
Selçuk University,
Uludağ University,
Mustafa Kemal University,
Çukurova University and
12. Data Collection Tools
In order to collect data about teacher educators‘ attitudes towards CALL and their
feelings about Information Technology, Faculty Attitudes Towards Information
Technology Survey (FAIT) from Texas Center for Educational Technology was used.
There are five different domains included in the FAIT designed to examine several
relevant areas of interest. The information obtained from these instruments included
items on:
enthusiasm/enjoyment (15 items)
anxiety (15 items)
avoidance (12 items)
e-mail and classroom learning (11 items)
productivity improvement (15 items).
A semi-structured interview was used for this study. The rationale behind
the use of a semi-structured interview for the study was to allow both the
participants and the researcher to elaborate on feelings about computers
and problems faced as to the use of computer technology in teaching.
13. Findings
The teacher educators‘ general attitudes towards CALL were really positive
although relatively low points for Anxiety and Avoidance subscales
indicated the existence of teacher educators‘ barriers. The existence of
such barriers was justified during the interviews.
Barriers towards CALL as Mentioned by Teacher Educators
Barriers mentioned Mentioned by
Lack of hardware or laboratories P1,P2,P3,P4,P5
Lack of Time
P1,P2
Technical and administrative support and
resources
P1
People‘s (educators‘) opinions or ideas
(attitudes)
P5
1 out of 5
14. external (first– order) barriers (e.g.“lack of hardware”, “time
constraints”, “lack of technical and administrative support and
resources”....)
“people‘s opinions and ideas or attitudes” - as an internal (second
–order) barrier.
Despite admitting the availability problems, P5 suggested that the
biggest problem resulted from people‘s ideas and attitudes. She
said “...But this unavailability...In fact I don‘t think that it is an
unavailability problem because there are a lot of computers in
the department which are not used and remain idle, people also
have such computers. I mean I believe the real problem is
people‘s ideas and attitudes...”
15. Computers used for Mentioned by
Power point presentations P1, P2, P4,
Listening exercises P1, P3, P5
Watching Films P1, P2
Sending-receiving E-mails/E-mail groups
(Nice Net)
P1, P3
Online dictionaries P5
Communication via Skype P5
Ways of Using Computers in Teaching as Mentioned by the Participants
Findings and Discussion 2 out of 5
16. Independent Samples t-Test results
for the Effect of Gender on Attitude Points for Avoidance Subscale
Avoidance N Mean Std. Dev. df t p
Female 48 3,37 ,29
72 -1,245 ,217
Male 26 3,58 ,30
We could not find a significant relationship between gender and attitudes
towards CALL or computer technologies although female teacher educators‘
attitude point means for Enthusiasm, Anxiety, Avoidance and Classroom
Learning Productivity subscales were slightly lower when compared to male
teacher educators‘ attitude point means.
Findings and Discussion 3 out of 5
17. Although it was not statistically significant, it was revealed in the
questionnaire that older teacher educators were slightly less enthusiastic about
using CALL in their teaching when compared to younger teacher educators.
Mean Scores and Standard Deviations for the
Relationship Between Age and Attitude (Enthusiasm Subscale)
Age group N Mean Std. Dev.
21-30 9 3,68 ,46
31-40 27 3,94 ,62
41-50 27 3,83 ,56
51 and older 4 3,43 ,78
Total 67 3,83 ,59
Findings and Discussion 4 out of 5
18. From the findings of the interviews and questionnaires, we can
undoubtedly conclude that teacher educators have quite positive
attitudes towards CALL. P6, for example, stated that computers
were indispensable due to the pace and the ease they provided the
education with and she added it was great to be able to access
infinite amount of information in a limited time.
Findings and Discussion
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19. Conclusion
Findings from the present study showed that teacher educators
seemed to have positive attitudes towards computers in general and
towards computer technology use in improving language instruction
and learning.
However, they had the lowest attitude score means for Anxiety and
Avoidance subscales, which justifies the existence of teacher
educators‘ barriers towards the use of CALL.
1 out of 3
20. The factors discouraging teacher educators from using CALL or
Computer technologies in their teaching:
lack of hardware or laboratories,
lack of time
lack of technical and administrative support and resources,
people’s opinions or ideas (attitudes)
Conclusion
2 out of 3
21. We may conclude that for the effective integration of computers
into teaching, eliminating teacher educators’ extrinsic barriers such
as unavailability of up to date technology, lack of administrative
support and technical help will not be enough.
Teacher Educators will probably be more eager to use technology or
computers in their instruction only if they believe that the use of
technology will enable them to create a better learning environment
and if they believe they are competent enough to use computers in
their teaching effectively.
Conclusion
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