Changing Policy of English Teaching Approach at Indonesian Secondary Schools

The objective of the research is to identify the causes of secondary school students\u27 failure to acquire English effectively. This qualitative research involves a number of students, teachers from lower and upper secondary schools, lecturers and English department students. Findings of this research reveal issues such as English teacher quality, English study program graduates quality, lack of English learning hours at school, the absence of extra-curricular activities for English exposure and English speaking environment, English national exam, the underuse and inexistence of facilities and ineffective monitoring system as the major contributors of students\u27 English learning ineffectiveness. This study, therefore, recommends the relevant ministries to cope with these issues urgently or else this unfavorable situation will remain unchanged in future years

Development of A Model of Technology Integration at A K-12 Level

There is no doubt that the way people live, interact, communicate, and conduct business changes dramatically. This change is known as the "digital revolution," which refers to the progression of technology from analogue, electrical, and mechanical tools to the digital tools accessible today. Furthermore, technology has begun to alter education, influencing how learners gain the skill sets required to prepare for future education and a profession and how educators use digital technological instructional strategies to educate. Various studies have been published that address the challenges to technology integration and, of course, the efficacy of technology in the classroom. This research attempts to develop a method to comprehend the influence of technology integration on educators' teaching performance at a private K-12 school in Hanoi City. The respondents of this study consist of fifty (50) educators who apply educational technology in their teaching. The findings revealed that all with the teaching performance measured, educators were described as very satisfactory. The study's results demonstrated that technology integration had a considerable influence on teaching performance. It is suggested that School Leaders continue to offer programs, seminars, and training workshops on technology integration to improve educators' performance

Phenomenological Investigation of Elementary School Teachers Who Successfully Integrated Instructional Technology Into the Classroom

Technology integration in school curricula promotes student achievement, yet many teachers are not successfully integrating technology for learning. This phenomenological study explored the strategies of 10 elementary teachers in Georgia who overcame barriers to technology integration to successfully incorporate lessons within the public school curriculum. To understand the successes, we assessed strategies for overcoming barriers, intrinsic and extrinsic motivators, and professional development experiences. Rogers’s innovation-decision process provided the theoretical foundation and data sources consisted of an open-ended questionnaire and two in-depth, semistructured interviews. Data were coded for preliminary categories, and themes were generated using open coding. Despite common barriers, the findings suggested that critical factors for successful integration included moderate technical skills, self-motivation to engage in instructional technology, supportive peer communication channels, and flexibility in approaches for planned lesson

A Monitoring and Evaluation Framework for the Integration of ICTs in Teaching and Learning in Primary Schools in Kenya

This research project presents a research study on Information and Communication Technologies (ICTs) integration in primary school education as it sought to develop a Monitoring and Evaluation Framework for the integration of ICTs in Teaching and Learning in Primary School education in Kenya. This was achieved through determining various facets of ICTs use in primary schools, establishing the role of school management in ICTs integration in primary schools, determining how ICTs can best be used in the teaching methodology in primary schools and finally determining fundamental ICT skills required by a teacher for ICT integration in teaching in primary schools. Quantitative methods were used where descriptive and inferential statistical analyses were applied for research with questionnaires being used as the main tool for data collection. Through the data analysis and key findings the researcher came up with recommendations which were used to develop the Monitoring and Evaluation Framework. The study revealed that 75.7 percent of the teachers who participated in the study were trained in ICT while 18.9 percent did not have any training in ICT. At the same time, only 32.4 percent of the head teachers were established to be trained in ICT while a larger percent, 64.7 were not trained in ICT. This implied that most of the head teachers do not have sufficient knowledge to manage the processes of ICTs integration in teaching and learning. Furthermore, the mean for integration of ICTs in the primary school curriculum was established to be 2.43 which asserted that the level of integration is quite low in terms of availability of computers for use by teachers and pupils. Moreover, it was also determined that the Government do not provide enough support to teachers in the integration of ICTs in teaching and learning which in turn makes the integration process difficult. The paper concluded by providing recommendations which emphasized on the need of teachers to be trained in basic and advanced ICT skills in order to technologically empower them in integrating ICTs, the need for strong infrastructural foundations in order to facilitate the ICTs integration process, and the need to have enough support from the Government and other stakeholders to ensure continuity in the ICT integration process. Most of all the research recommended the need to have a solid Monitoring and Evaluation Framework to support the integration of ICTs in the teaching and learning process in primary schools in Kenya. Keywords: ICTs Integration in Education, Monitoring, Evaluation, Indicators, Monitoring and Evaluation Framewor

Technological Use in EFL Instruction: Investigating Teachers’ Pedagogical Beliefs and Students’ Learning Engagement

This research aimed to find out the influence of EFL teachers’ pedagogical beliefs with regard to using technology on EFL students’ learning engagement in the classroom and also to find out which pedagogical belief dimension most influences EFL students’ learning engagement in the classroom. This is quantitative research with survey method. Data were collected from two online questionnaires. Data analysis methods in this research used descriptive statistics and Structural Equation Modeling (SEM). Respondents in this research were 125 EFL teachers and 125 EFL students in several secondary schools in the second semester of the 2019/2020 academic year in Gresik, East Java, Indonesia. This research found that EFL teachers’ pedagogical beliefs with regard to using technology have a positive and significant influence on EFL students’ learning engagement in the classroom (t-value is 10.840 > 1.96) and the pedagogical belief dimension most influences EFL students’ learning engagement in the classroom is “Teachers’ Practices with Regard to Using Technology” (t-value is 9.953 > 1.96)

Higher thinking and digital literacy: Empowering technology for pre-service mathematics teacher

Teachers play a more significant role as a symbol of teaching success. Teachers who hold a more potential digital literacy in education teach mathematics with patterns and procedures, leading to practical teaching mathematics. Influential digital literacy and higher thinking are not possible when teachers do not use technology to understand the concept of mathematics. Therefore, teachers are required to improve their technical abilities and higher thinking in mathematics learning. This research used a cross-sectional quantitative research. This research uses statistical analysis of the Kaiser Meyer-Oikin Test (KMO) and the Barlett's Test to obtain exploratory factor analysis. Subsequently, the analyzed using confirmatory factor analysis and structural equation model with Analysis of Moment Structure (AMOS). The purpose of this research is to provide an overview of the relationship between higher thinking skills and digital literacy. The review discoveries show that teachers' digital literacy has a more significant impact on the use of technology in the classroom, and teachers' higher thinking in the role of technology will encourage teachers to use more technology in their practical teaching. Teachers need to broaden their perspectives on the ability and quality of mathematics teaching that is more easily changed by changing practical instruction in the classroom. One of the reasons mathematics teachers still apply traditional teachings is the lower thinking and low level of digital literacy. Teachers are not capable of teaching the concept of mathematics with technology to students

Barriers influencing teacher’s technology integration in their teaching practice

Teachers are expected to integrate technology in their daily teaching and learning practice. However, despite the implementation of some technological reform and project to support teacher‟s technology integration, the integration by teachers continues to be limited. This paper therefore discuss some barriers that teachers face in their effort to integrate technology. First order barriers related to technology facilities and time constraint were reported by teachers, which consequently influences the second order barriers related to teachers belief and decision to integrate technology.This finding has directed into further work that take into consideration how teachers could negotiate these barrier through participation and engagement in school Communities of Practice

Teachers’ Pedagogical Belief and Knowledge towards Integration of ICT into Teaching at Elementary Level

Present study aimed to investigate teachers’ pedagogical beliefs and knowledge towards the integration of ICT into classroom. Quantitative method was applied to collect the data through Teacher Belief Scale (TBS) (Woolley et al., 2004) and teachers’ knowledge on ICT by Factors Affecting Teachers Teaching with Technology (SAF-T3) developed by Papanastasiou and Angeli (2008). Data was collected from 100 elementary school teachers. The results were analysed statistically through calculating mean and standard deviation. The findings reveal that teachers held hold weak constructivist pedagogical beliefs (mean, 2.76). However high mean score towards traditional pedagogical belief (mean, 3.71) was identified. Teachers showed high level of knowledge only for internet, word processing and email, with highest mean score 3.38, 3.35 and 3.17 respectively, however, lack of knowledge in 11 areas of ICT (out of 14, mentioned in knowledge scale) were identified. Studying pedagogical beliefs and level of ICT knowledge as factors towards integration of ICT into pedagogy was beneficial as these were identified strong predictors in the literature. Teachers hold traditional pedagogical belief and their level of ICT knowledge was minimal that needed to be addressed by professional development institutions. Current study contributed to the existing body of literature about the integration of ICT into pedagogy in developing countries, and suggested further research in this area

The role of early learning experience in shaping teacher cognition and technology use

This chapter explores the role of teachers' early learning experiences in shaping their pedagogical beliefs and practice specifically in relation to technology use. Following a case study approach, the accounts of three in-service Arabic language teachers from a private institution of higher education in Cairo, Egypt, were examined. Practitioners with years of professional experience are not expected to have encountered elements of technology as we know today in their schooling. Nevertheless, findings suggest that conceptions formed early in life of what constitutes “good” or “bad” teaching act as filters through which new experiences, including the use of digital media, are internalized. As imprints of early learning experiences are manifested in teaching, it is the responsibility of teachers to look back on them for possible influences on their pedagogical theories. In complementary fashion, the study foregrounds the role of teacher education in mediating initial conceptualizations of teaching and learning and accentuates the value of reflective practice for continuing teacher development