Email this article 
TEACHERS' VIEWS ON THE INTEGRATION OF TECHNOLOGY IN EFL CLASSROOM
(1) "Universitas Borneo Tarakan", "Universitas Pendidikan Indonesia"
(*) Corresponding Author
Abstract
In many study results, technology integration has been indicated to contribute regularly on the development of students’ 21st century skills ultimately in this digital era. This condition particularly creates new challenges for language teachers, e.g. being digitally literate, being adaptable with rapid technological changes, finding alternatives to stimulate the students to learn, and creating conducive class atmosphere. Considering previous points, this paper presents teachers’ views on the integration of technology in their EFL classroom. A qualitative method was utilized in which the data were in the form of comments dealing with technology use and teachers’ views on technology integration in their classroom. The compiled data were then analyzed by applying an interactive model. The findings showed that teachers have positive views on the integration of technology in EFL classroom. Stated benefits of technology integration on enabling the development of students’ 21st century skills, teachers are highly demanded to encourage students’ active participation by engaging them through meaningful learning activities and use of technology simultaneously. Therefore, teachers should put high attention on the process of selecting, preparing, integrating, assessing, and evaluating types of technology being employed in classroom instruction.
Keywords
Full Text:
PDFReferences
Ahmadi, M. R. (2018). The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education (IJREE), 3(2), 2018. https://doi.org/10.29252/ijree.3.2.115
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110–125. https://doi.org/10.1016/j.compedu.2016.05.002.
Arifah, A. (2014). Study on the use of technology in ELT classroom: Teachers’ perspective. BRAC University, Dhaka, Bangladesh.
Askin, C. A. (2017). Teacher perceptions, beliefs, and attitudes about technology and the implementation of classroom technology integration practices: A mixed methods case study (Boise State University). https://doi.org/10.18122/B2J98Q
Autry, A. J., & Berge, Z. (2011). Digital natives and digital immigrants: getting to know each other. Industrial and Commercial Training, 43(7), 460 – 466.
Baek, Y. G., Jong, J., & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50(8), 224–234. https://doi.org/10.1016/j.compedu.2006.05.002
Breen, R. L. (2006). A practical guide to focus-group research. Journal of Geography in Higher Education, 30(3), 463–475. https://doi.org/10.1080/03098260600927575
Cher Ping, L., & Seng Chee, T. (2001). Online discussion boards for focus group interviews: An exploratory study. Journal of Educational Enquiry, 2(1), 50–60. Retrieved from http://ojs.ml.unisa.edu.au/index.php/EDEQ/article/viewFile/564/434%5Cnhtt p://www.ojs.unisa.edu.au/index.php/EDEQ
Cope, C., & Ward, P. (2002). Integrating learning technology into classrooms: The importance of teachers’ perceptions. Educational Technology & Society, 5(1), 67–74.
Davis, A. (2008). The rise of the digital natives. Digital Media.
Ertmer, P. A., Ottenbreit-leftwich, A., & York, C. S. (2007). Exemplary Technology-using Teachers: Perceptions of Factors Influencing Success. Journal of Computing in Teacher Education, 23(2), 55–61. https://doi.org/10.1371/journal.pgen.1004078
Guo, R. X., Dobson, T., & Petrina, S. (2008). Digital Natives, Digital Immigrants: An Analysis of Age and ICT Competency in Teacher Education. Journal of Educational Computing Research, 38(3), 235–254.
Herther, N. (2009). Digital Natives and Imminumts; What Brain Research Tell Us. ONLINE (Wilton, Connecticut), 33(6), 15–21.
Jhurreev, V. (2005). Technology Integration in Education in Developing Countries: Guidelines to Policy Makers. International Education Journal [Electronic], 6(4), 467–483. Retrieved from http://ehlt.flinders.edu.au/education/iej/articles/v6n4/jhurree/paper.pdf.
Kuehn, L. (2012). The “Voracious Appetite” of Online Learning. Policy Alternatives, 21(2), 95–104. Retrieved from https://www.policyalternatives.ca/sites/default/files/uploads/publications/Nati onal Office/2012/02/osos106_Voracious_Appetite.pdf
Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87–97. Retrieved from https://files.eric.ed.gov/fulltext/EJ835233.pdf
Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers and Education, 49, 284–296. https://doi.org/10.1016/j.compedu.2005.06.013
Lynch, Á. B., & Campos, J. L. E. (2014). The Use of Technological Tools in the EFL Class. Revista de Lenguas ModeRnas, (20), 427–434. Retrieved from http://revistas.ucr.ac.cr/index.php/rlm/article/viewFile/15076/14349
Mahon, K. (2014). Creating a Content Strategy for Mobile Devices in the Classroom. Retrieved January 4, 2020, from Guides-Non-Classroom website: https://files.eric.ed.gov/fulltext/ED558057.pdf
Martin, E. M. P. (2011). Digital Natives and Digital Immigrants: Teaching With Technology. Northeastern University.
Miles, M. B., Huberman, A. M., & Saldaäna, J. (2014). Qualitative data analysis: A methods sourcebook (Third). Thousand Oaks, California: SAGE Publications, Inc.
Morgan, D. (1997). Focus Groups as Qualitative Research. SAGE Research Methods, 1–18. https://doi.org/10.4135/9781412984287
Mundy, M. A., Kupczynski, L., & Kee, R. (2012). Teacher’s perceptions of technology use in the schools. SAGE Open, 2, 1–8. https://doi.org/10.1177/2158244012440813
Parr, J. M. (1999). Going to school the technological way: Co-constructed classrooms and student perceptions of learning with technology. Journal of Educational Computing Research, 20(4), 365–377. https://doi.org/10.2190/52KL-QD1E-EEUE-6LHQ
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1– 6. Retrieved from http://www.marcprensky.com/writing/Prensky- Digital Natives, Digital Immigrants - Part1.pdf
Ransdell, S., B. Kent, S., & Long., G.-K. J. (2011). Digital immigrants fare better than digital natives due to social reliance. British Journal of Educational Technology, 42(6), 931–938. https://doi.org/10.1111/j.1467- 8535.2010.01137.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. New York: Cambridge University Press.
Royer, R. (2002). Supporting Technology Integration through Action Research. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(5), 233–237. https://doi.org/10.1080/00098650209603946
Solano, L., Cabrera, P., Ulehlova, E., & Espinoza, V. (2017). Exploring The Use of Educational Technology in EFL Teaching: A Case Study of Primary Education in The South Region of Ecuador. Teaching English with Technology, 17(2), 77–86. Retrieved from http://www.tewtjournal.org
Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303–318). Mahwah, New Jersey: Lawrence Erlbaum.
Weiss, M., & Hanson-Baldauf, D. (2008). E-mail in academia: expectations, use and instructional impact. Educause Quarterly, 31(1), 42–50. Retrieved from https://er.educause.edu/articles/2008/2/email-in-academia-expectations-use- and-instructional-impact
Whitworth S., and Berson, M. (2003). Computer technology in the social studies: An examination of the effectiveness literature (1996-2001). Contemporary Issues in Technology and Teacher Education, 2(4). Retrieved from https://www.citejournal.org/volume-2/issue-4-02/social-studies/computer- technology-in-the-social-studies-an-examination-of-the-effectiveness- literature-1996-2001
Williams, R. W. (2012). Digital Immigrant Teacher Perceptions of Social Media as It Influences The Affective and Cognitive Development of Students: A Phenomenological Study (Liberty University). Retrieved from https://www.learntechlib.org/p/120557/
DOI: https://doi.org/10.24071/ijiet.v4i2.2344
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Firima Zona Tanjung
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
IJIET Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.