EFL TEACHERS' ROLES IN TECHNOLOGY-INTEGRATED INSTRUCTION PRACTICES

Since 1990s the world citizens have been facing a rapid progress in technology and digital development. This development influences all life aspects including educational area. For teachers, one of ways to be able to effectively and efficiently cope with millennial students is through technology integration within classroom practices. While technology can assist and/or accomplish most duties teachers need to do, they need to explore more on how they can act in instructional context to sustain their existence and cope with existing challenges in technology-integrated instruction (TII). While much research focuses on practices, benefits, opportunities, and challenges, only a little pays attention to teachers’ role in TII. Moreover, much of the existing research has not addressed teachers’ roles in TII within English as a foreign language (EFL) context. This study describes teachers’ reasons of technology integration and selection, and explores their roles within TII framework especially in the context of junior secondary school English classroom in Indonesia. The participants were selected purposively to those who had adequately thorough experience on utilizing digital technologies to support EFL teaching. Lesson plan analysis, observation, and interview were conducted to collect relevant data. Findings show that teachers’ considerations in technology integration are driven by pedagogical purposes and rooted from current social phenomena especially those addressing technology advancement. Meanwhile, factors contributing to technology selection process are based on curricular, technological, and institutional factor respectively. Regarding teachers’ roles within TII, it can be concluded that most of teachers’ roles are getting extended as each of these roles attempts to accommodate technological matter which previously was not taken into account. Only in several sub categories of cognitive roles do they become narrower as technologies replace some of teachers’ duties. Teachers also voice out their concerns related to TII in English language teaching (ELT). First, technological skills should not outweigh or shift the learning focus on the subject knowledge; second, TII in its best employment can assist students to appreciate their learning process more; and third, teachers have to be ready with plan B as most TII contexts in Indonesia have not been able to provide stable and reliable facilities

Representing and Redefining Specialised Knowledge: Medical Discourse

This volume brings together five selected papers on medical discourse which show how specialised medical corpora provide a framework that helps those engaging with medical discourse to determine how the everyday and the specialised combine to shape the discourse of medical professionals and non-medical communities in relation to both long and short-term factors. The papers contribute, in an exemplary way, to illustrating the shifting boundaries in today’s society between the two major poles making up the medical discourse cline: healthcare discourse at the one end, which records the demand for personalised therapies and individual medical services; and clinical discourse the other, which documents research into society’s collective medical needs

English language institute in Greece: A business proposal

The aim of this project is to propose a model for a private English language school in Greece with an emphasis on English for business purposes

International Perspectives of Distance Learning in Higher Education

This book, written by authors representing 12 countries and five continents, is a collection of international perspectives on distance learning and distance learning implementations in higher education. The perspectives are presented in the form of practical case studies of distance learning implementations, research studies on teaching and learning in distance learning environments, and conceptual and theoretical frameworks for designing and developing distance learning tools, courses and programs. The book will appeal to distance learning practitioners, researchers, and higher education administrators. To address the different needs and interests of audience members, the book is organized into five sections: Distance Education Management, Distance Education and Teacher Development, Distance Learning Pedagogy, Distance Learning Students, and Distance Learning Educational Tools

Media And Information Literacy Curriculum For Teachers

Fulltext in: http://unesdoc.unesco.org/images/0019/001929/192971e.pd

Enhancing Citizen Engagement with Open Government Data

The research deals primarily with the research question – How can engagement of civil society organizations with open government data be enhanced? To answer the question, an action research was conducted in two provinces in the Philippines. The research showed that for capacity building programs to be effective, they should be relevant to the condition of the CSOs and the individual needs of learners; conducted with a long-term view of ensuring use and actual impact to the organization and the constituencies that they serve; and focused on higher-order results like changes in practices and behavior of organizations and individuals

Global Career Development Facilitator Romania: Training Evaluation and Job Analysis

The Global Career Development Facilitator (GCDF) Romania training program was the focus of the current study. GCDF is a paraprofessional certification program in the field of career counseling and development, which was created in the United States by the Center for Credentialing and Education, and was adapted to Romanian needs with the intention of preparing career specialists and of developing a national certification system. This cross-sectional quantitative study had two purposes: to evaluate the GCDF Romania training program and to conduct a job analysis of the tasks performed by Romanian GCDF career consultants. Kirkpatrick\u27s model was used in designing and conducting the training evaluation. The learning and behavior levels of this model were assessed. Learning was measured through self-reported preparedness ratings of the Romanian GCDF career consultants. Behavior was assessed through self-reported frequency and importance of the GCDF tasks performed by participants, in their career counseling related work places. The job analysis was grounded in the literature on subject matter experts (SMEs) and job analysis questionnaires. It included the frequency and importance ratings, and the tasks performed by the participants, but which were not covered by the GCDF curriculum. The results suggested a positive evaluation of the GCDF Romania training program. The job analysis indicated that most tasks performed by Romanian GCDF in their career counseling related work places are covered by the Romanian GCDF curriculum. The level of preparedness reported by the respondents was influenced by participants\u27 educational background, their GCDF trainer status, and by the institution in which the GCDF training occurred. The frequency with which Romanian GCDF career consultants performed GCDF tasks at their career counseling work places was influenced by their current job function, by the type of organizations in which they worked, and by the percentages of career counseling related tasks in their jobs. The latter demographic variable also influenced the importance ratings. Limitations of the currents study are analyzed. Its implications are discussed, especially in the context of the Romanian GCDF curriculum and of the development of the career counseling profession in Romania. Suggestions for improving the GCDF Romania curriculum are made

Immersive Cultural Plunge: How Mental Health Trainees Can Exercise Cultural Competence With African American Descendants of Chattel Slaves A Qualitative Study

This qualitative study utilized ethnographic techniques to explore the potential for change in mental health trainees resulting from the participation in an in vivo Immersive Cultural Plunge (ICP) within the African American Descendant of Chattel Slave community. The ICP combined Multicultural Immersions Experiences (MIE) of Cultural Immersion (CI) and Cultural Plunge (CP) to contribute to the developing body of research utilizing MIEs that incorporate contextual, experiential, and historical knowledge to teach the skill of cultural sensitivity. During the 12- hour ICP the participants experienced an orientation, a lecture, a tour/community interaction, a multimedia presentation within an African American community. In this study, the data collection included participants utilizing email on their personal computers to forward consent forms, five observational protocol forms, and a demographic questionnaire to the researcher. Data from the focus group session were transcribed and combined with emailed Observational Protocols for the thematic analysis. The findings for the study are from two themed areas. The first theme is the under utilization of psychotherapy services for African Americans. The second theme is the effectiveness of the Immersive Cultural Plunge as an MIE. The responses of the mental health trainees to the ICP demonstrated that the cultural competency of the students was altered. Recommendations include using ICP experience for curriculum development for mental health trainees in cultural competency specifically for African Americans and treatment development for the African American Descendant of Chattel Slave client. The electronic version of this dissertation is available free at Ohiolink ETD Center, www.ohiolink.edu/et

Curriculum renewal in translator training: vocational challenges in academic environments with reference to needs and situation analysis and skills transferability from the contemporary experience of Polish translator training culture

This work examines the principles underlying curriculum renewal for the training of translators. It considers recent work from Translation Studies on the nature of translation competence, arguing that a more dynamic understanding of the nature of translation must be reflected in a departure from traditional transmissionist pedagogical practices. Consideration of these issues in a curricular framework must also acknowledge the ideological potential of curricula themselves to prioritise certain relationships between the learner and society, relationships which are investigated from the perspective of a socially situated view of the translator. With regard to determining curricular orientation, a methodology of needs and situation analysis is suggested as a means of profiling essential characteristics of the translator’s work in specific contexts, informed by such issues as changing notions of translation, changing employment norms in the language services sector, locally prevailing norms in the educational environment, etc. Major issues impacting on the situational consideration of needs in translator training are examined, in particular the way in which the vocational / academic dichotomy may problematise training in academic environments. The notion of skills transferability is presented as a theme which is important both to the training of translators and to maximising social reconstructionist potentials in university curricula. In the final chapter, the issues presented in the first three chapters are discussed in relation to the challenges facing translator training in Polish universities with the implementation of Bologna Process reforms. In particular, Polish notions of academic and vocational education are analysed and the experience of one particular university philology is presented as a case study. The conclusion takes the themes discussed in the work and presents them in terms of the opposition between ‘training translators’ and ‘teaching translation.’ Future research trajectories are also proposed

Somalis in European Cities: Overview

Somalis in European Cities presents an overview of a comparative research series developed by local experts in Amsterdam, Copenhagen, Helsinki, Leicester, London, Malmö, and Oslo. The research aims to capture the everyday, lived experiences of Somalis as well as the type and degree of engagement policy makers have initiated with their Somali and minority constituents.Somalis in European Cities builds upon and develops the work of an earlier Open Society research series, Muslims in Europe, a comparative analysis of 11 EU cities. The research sprung from the realization that, compared with older minority communities in Europe, Somalis comprise a new, rapidly growing community that is little understood by policy makers.When the Somalis in European Cities research started, these communities were at risk of social exclusion and there was a need for solid research evidence to support the development of effective inclusion and integration policies. Integration policies and measures in European countries have largely been created based on labor migration. But for these groups, which are largely refugee communities whose entry point into European societies is different than that of labor migrants, such policies do not necessarily take into account their unique challenges and nuances.The overview presents a snapshot of the main conclusions and recommendations of each report, particularly on six areas of local policy—employment, education, housing, health and social protection, political participation, and policing and security—as well as broader themes of belonging and identity and the role of the media.Somalis in European Cities portrays European Somali communities as dynamic, diverse, and highly motivated. Arriving mainly as refugees, Somalis across different cities encounter similar struggles, such as language barriers, disruptions connected with leaving a country in turmoil, and prejudice and discrimination. The research suggests that there is nevertheless a strong commitment to integration. The good practices highlighted in the city reports point to the potential for making this process more successful for everyone.The findings from the Somalis in European Cities and the Muslims in Europe series led to a third comparative series titled Europe's White Working Class Communities. This groundbreaking research demonstrates that marginalization—be it economic, political, social, or cultural—is not a phenomenon reserved for minority communities but can also apply to segments of the majority