This document discusses the use of new technologies in writing instruction. It provides examples of how technologies like word processors, online writing tools, and CALL programs can support writing but also notes limitations like lack of access to technology. Research on technology use in writing classrooms in the US, Malaysia, and Bhutan is summarized, finding benefits but also challenges of integrating technology due to insufficient equipment and internet access. Overall, the document advocates for the benefits of technology in writing instruction when available but emphasizes that teachers must guide students and technology should not replace good pedagogy.
I'm always looking for ways to improve teaching and enhance learning, especially through technology. Recently, I used chat and polling in the classroom. That experiment resulted in a conference paper, presented at the international conference ICT for Language Learning, Nov 2011, Florence, Italy. These slides are from the conference.
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.
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
I'm always looking for ways to improve teaching and enhance learning, especially through technology. Recently, I used chat and polling in the classroom. That experiment resulted in a conference paper, presented at the international conference ICT for Language Learning, Nov 2011, Florence, Italy. These slides are from the conference.
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.
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
The outburst of information technology in the later parts of the twentieth century has taken the whole world into its scope. There is an ever growing use of computers in the workplaces and universities. The purpose of this study was to measure the attitudes of the English language university instructors towards the use of computers. It was a descriptive study and data was collected by a survey. This study’s population consisted of two hundred university instructors equally divided into male and female. These instructors were randomly selected from different universities. The findings revealed that there was a significant difference between the views of the males and females instructors. Moreover, those who had no professional qualification had the highest mean score. The English language university instructors should be trained in the use of computers so that they might be able to use them more effectively in classroom settings.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
The Advantages ofUsilng Technology inSecond Lanlguage E.docxmehek4
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
Impact of technology on teaching and learningSteven Poast
The benefits of technology in the traditional and online classrooms are reviewed. Student performance and perception are researched to see positive impacts in educational environment.
The outburst of information technology in the later parts of the twentieth century has taken the whole world into its scope. There is an ever growing use of computers in the workplaces and universities. The purpose of this study was to measure the attitudes of the English language university instructors towards the use of computers. It was a descriptive study and data was collected by a survey. This study’s population consisted of two hundred university instructors equally divided into male and female. These instructors were randomly selected from different universities. The findings revealed that there was a significant difference between the views of the males and females instructors. Moreover, those who had no professional qualification had the highest mean score. The English language university instructors should be trained in the use of computers so that they might be able to use them more effectively in classroom settings.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
The Advantages ofUsilng Technology inSecond Lanlguage E.docxmehek4
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
Impact of technology on teaching and learningSteven Poast
The benefits of technology in the traditional and online classrooms are reviewed. Student performance and perception are researched to see positive impacts in educational environment.
Running Head ANNOTATED BIBLIOGRAPHY1ANNOTATED BIBLIOGRAPHY .docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 6
Annotated Bibliography
Student’s Name
Institutional Affiliation
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323.
There is need for constant updating of informatics in fields such as nursing so as to help those in the fields to be able to learn and utilize the skills they learn in positive development of children and personal development. This resource is aimed at performing a study spread out across a ten year period identifying the issues which arise and affect both tutors and students in the context of e-learning systems. This study has been significantly the largest change in the field of medicine and nursing education where hospital training was moved to the tertiary sector. Also, the existing differences between computers and systems dealing with informatics depending on their use can prove successful to the users. Technology has also enabled for the creation and use of online data sources and libraries for purposes of referencing and gaining knowledge.
From this reference I will be able to review how technology has been used in developing an online database which can be used by learners and tutors in the field of nursing to gain information.
FernáNdez-LóPez, Á. RodríGuez-FóRtiz, M. J., RodríGuez-Almendros, M. L., & MartíNez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
Recent advancements in technology have assisted in creation of avenues for students with special needs to be able to access equal education opportunities. Mobile applications can be developed for children especially with cognitive disabilities and other difficulties which may arise in the process of learning to help them gain knowledge and education better. These applications can be used as a tool for improvement and betterment of behaviors, helping them interact with the environment and other aspects of holistic growth such as helping in communication. These applications can be designed for Apple iOS devices due to their increased use in the American market however developments can be made to incorporate other platforms. However, there exists a number of applications which have already been implemented and have proven to be successful in helping in positive growth n children.
I intend to use this source to sow how technology can be used to teach children with disabilities and difficulties in learning. Technology can be harnessed and channeled to be used as a tool for education outside the school to help for better growth and development of a child.
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425.
There is need for im ...
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Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982
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Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
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Global Website: www.nationalforum.com
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New technologies in writing instruction
1. New Technologies in Writing Instruction
Technologies have conquered the whole world. This article is about the use of computer
technologies, implications, and practical applications in EFL writing instruction for writing
teachers. In the recent decade, computer technologies are widely used in writing instruction.
Many writing teachers welcomed and integrated new technologies-based strategies in their
writing instruction as they found more facilitating to both students and teachers not only in the
writing classrooms but also beyond. In contrast, there are also issues of difficulties faced by
writing teachers to incorporate these new technologies in their daily writing classes in this
information and communication technology dominated the world. However, as writing
teachers, we should remind ourselves that the benefit of using new technologies-based
strategies in our writing instruction overweighs in bringing development in students’ writing
than traditional ways assisted with CMC (Computer Mediated Communication) and CALL
(Computer Assisted Language Learning) programs.
The integration of new technologies makes our work easier. For me, in this increasingly
electronic ICT dominated world, getting adapted to updating technologies will have a major
impact on individual writing teachers as well as writing students. Also, I have learned that
computer-based instruction technically robust compared to traditional paper material and tasks
in writing classrooms. For example, in the use of word processing, “it allows us to cut and
paste, delete and copy, check spelling and grammar, import images, change formatting, and
print and publishable quality … [making our work] … generally longer, prettier, and more
heavily revised” (Hyland, 2003. p. 146). The use of word processor provides writers to play
with texts till they are satisfied with their produced texts which is limited in traditional methods
of writing texts. However, computer-assisted instruction in writing texts do not replace
teachers. The teacher should always support writing students including keyboarding skills and
local editing skills in using features of a word processor to fulfil targeted goals of writing
classes.
Likewise, online writing is another important facility that writing instruction can be
incorporated that technology now offers. The connection of computers through the network is
a powerful extension of the computer’s role in writing instruction. It can be in the form of
synchronous writing and asynchronous writing. In synchronous writing, it provides an
opportunity for students to communicate and discuss at the same time using discussion software
connecting them to each other, and also online teacher feedback (eg: internet chat). Whereas,
asynchronous writing is the delayed way of communication where students can respond to each
other and to their teacher (eg: email). In both ways, it helps communicating and the exchange
of information between teachers and students to provide feedback and improving the work.
Internet resources for writing is another facility that users get the opportunity to access the
massive online database. Students can access to multimedia documents which are related to
their project but they should know how to hunt for specific information. Therefore, the role of
the teacher is necessary to guide students to access informative materials. The immense
retrieval of information from the online database, however, may lead students to produce texts
from other texts without acknowledging sources. Thus, teachers need to be aware of it. To
battle such cheating, teachers can use plagiarism checking software like turnitin.com and
plagiarism.com to compare them against millions of texts on the net and documenting
similarities. The finding of more similarities to the texts of the net than their original work is
what it is referred to as plagiarism.
Besides CMC (Computer Mediated Communication), there are many CALL (Computer
Assisted Language Learning) programs supporting writing instruction in L2 writing, however,
differs in appearances, effectiveness, and teaching philosophies. CALL programs are used to
2. make students work collaboratively to maximize interaction, but I think it will depend on
individual student’s background knowledge and adaptation to new technologies. Regarding the
CALL program, I read a research paper by Chun (2011). In this paper, I liked Warschauser’s
(2001) thought about “digital natives” related to the “printed world” detecting that students
require assistance both in L1 and L2 to develop multiple literacies. “Even for the current
generation of students, the so-called “digital natives,” simply growing up surrounded by
technology does not ensure that they will be effective communicators in online realms, just as
growing up in a print world did not automatically make one a good reader and writer” (Chun,
2011).
For this context, I will discuss two empirical research articles about the use of ICT in writing
classrooms. One of these research articles is based on ICT in the American context and other
paper is based on ICT in the Malaysian context. Let me share these two studies and relate to
some of the research studies done in Bhutan regarding the use of ICT.
ICT in the American Context
In the study of teaching writing to middle school students: a national survey by Graham,
Capizzi, Harris, Hebert, and Morphy (2014) stated, in this modern world, with the advent of
technology, writing has been a part of everyday life for many people. However, here I will
discuss the question that deliberated about the less development of strong writing for American
students.
One of the questions in this study was how technology is used to support/teach writing? Finding
related to this question showed that most teachers did not appear to use assessment data to
shape how they taught writing, and computers played a relatively minor role in middle school
writing instruction. Word processing was the only computer technology used in most middle
school teachers class letting their students complete less than one-half of their assignments.
85% of teachers never used computer software to grade students’ assignments, 84 % of teachers
had students collaborate via the internet with others when writing, 69 % of teachers used
computer software programs to teach writing. The limitations of the use of technology,
according to common reasons provided by teachers were due to lack of: (1) computers in their
classrooms (62 %), (2) software/programs (32 %), (3) computers in the school (29 %),
knowledge of technology and software (13 %), and internet access (6 %).
This study concluded that teachers’ limited use of computers and technology to support and
teach writing was a lack of computer hardware and software either in the class or the school.
ICT in the Malaysian Context
Yunus, Nordin, Salehi, Embi, and Salehi (2013) studied the use of information and
communication technology (ICT) in teaching English as a Second Language (ESL) writing
skills to investigate the use of ICT in the teaching of ESL writing skills in Malaysian secondary
schools.
The investigation found the use of ICT in the teaching of ESL writing was very low.
Researchers also discussed the advantages and disadvantages of using ICT in the teaching of
ESL writing in schools. The integration of ICT in the teaching of writing was said to encourage
learners’ independence and self-discovery skills like searching for educational related materials
online which ultimately help to meet teachers’ teaching objectives as ICT aids the teaching
process. In contrast, this study also encountered some disadvantages in the use of ICT in the
teaching of ESL writing. The use of ICT in the teaching of ESL writing was found to be difficult
in controlling class, distracting, and the students’ tendency to use short forms in their writing.
However, looking at the general findings of the research, advantages overweighed against
disadvantages. The disadvantages were not difficult issues for ESL teachers to overcome,
3. otherwise, this study surfaced that teachers are generally weak in managing problems and
planning activities involving the use of ICT in the teaching of ESL writing.
ICT in the Bhutanese Context
In this digital world, students live significantly different from that of the past. In the 21st
century, there is a growing demand for learning combined with technology and this is now
challenging traditional institutions around the globe. Technology-mediated learning has been
acknowledged for becoming a major vehicle for fulfilling the needs for lifelong learning
through the internet.
In this perspective, the usage of ICT for teaching at a Bhutanese college was studied by (Kinley
Kinley, Zander, & Georgsen, 2013) to understand how ICT is used in teaching and its impact
on college students. This study found the use of ICT as an effective factor for lesson delivery
as students get motivated in learning. Both teachers and students found it easier and more
comfortable, saves time, and teaching becomes more efficient with power point. However, this
research also encountered some limitations like; lack of motivation due to resources
constraints, lack of ICT support, and poor and unstable internet connection. Moreover, the
competency of using ICT for teaching and requirement of professional training were some of
the variations found amongst the lecturers.
Likewise, in the study of Penjor, Dupka, and Zander (2016) about the integration of the virtual
learning environment and ICT into the pedagogy found lecturers are motivated integrating ICT
in their teaching. However, they perceived the potential of technology was affected by low-
speed internet connectivity and a lack of adequate resources as well as training in ICT-
integrated pedagogy. From the study, it also has been found that the status of ICT-integrated
pedagogy in higher education in Bhutan is at an early stage. Jamtsho and Bullen (2007) studied
distance education learning through the use of ICT and found helpful in the faster submission
of assignments through email despite the shortcomings of infrastructures and internet
connections. Likewise, the study by Khamsum Kinley (2010) suggested that lecturers and
student teachers used freely available e-learning management software, however, indicated the
existence of challenges in exercising e-learning at the College for teaching and learning.
These studies concluded, in what can be seen as a paradigm shift in education around the globe,
Bhutan cannot exclude itself if the country aspires to modernize its educational system in line
with the way it is seen in global education. However, internet infrastructures were found to be
a prominent limitation. Moreover, research studies that I reviewed here did not mention the
lack of computers and software facilities as those studies were taken place in colleges. Driving
away from college setting, the facility of computer and computer lab, software and hardware,
internet, etc. and most of the facilities, if not some are limitations related to technology-assisted
EFL teaching and learning. Therefore, technology-supported teaching and learning are in the
process of development, and we expect our educators and learners avail facilities soon like
other countries around the world.
After learning from the insight of these research articles, I came to learn that computer-based
instruction in writing classrooms offers alternatives to traditional paper materials and task-
based teaching methodology. However, it depends on how writing teacher integrates to benefit
students to write coherently. Again, as a writing teacher, we should keep in mind that a
computer is not the method of writing course but it assists different types of writing methods.
Personally, I learned especially the features of a word processor that provide numerous
techniques like drafting, editing, proofreading, formatting, and publication process. I found the
use of the computer is very useful in writing instruction, however, due to the limitations of
internet facilities and computer facilities both hardware and software are serious issues in
Bhutan to apply such advanced methods in our daily writing classrooms. If available, I would
4. definitely use these programs in my writing instructions and guide our EFL writers to learn to
write and produce good texts.
References
Chun, D. M. (2011). Computer-assisted language learning. Handbook of research in second
language teaching and learning, 2, 663-680.
Graham, S., Capizzi, A., Harris, K. R., Hebert, M., & Morphy, P. (2014). Teaching writing to
middle school students: A national survey. Reading and Writing, 27(6), 1015-1042.
Jamtsho, S., & Bullen, M. (2007). Distance education in Bhutan: Improving access and quality
through ICT use. Distance education, 28(2), 149-161.
Kinley, K. (2010). Faculty and students’ awareness and challenges of e-learning in a college
of education. Journal of the International Society for Teacher Education, 14(1), 27-33.
Kinley, K., Zander, P.-O., & Georgsen, M. (2013). The usage of ICT for teaching at a
Bhutanese college. Paper presented at the International Technology, Education and
Development Conference.
Penjor, T., Dupka, D., & Zander, P.-O. (2016). The state of Integration of the Virtual Learning
Environment and ICT into the pedagogy of the Royal University of Bhutan: A
descriptive study. International Journal of Education and Development using
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Yunus, M. M., Nordin, N.,Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of information
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