Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 8 no. 6 (2023)

Level of Teachers’ Information and Communication Technology (ICT) Integration in Teaching and Learning English

Chester John Pasco

Discipline: Education

 

Abstract:

This study highlighted the level of teachers’ ICT integration in teaching and learning English. This determined the English teachers’ attitude towards ICT integration. The study was anchored on Davis’s Technology Acceptance Model which originated from Ajzen & Fishbein’s Theory of Reasoned Action. Moreover, the descriptive research method was used in this study, involving a purposive random sampling method in obtaining data from respondents. Teachers were profiled, details and results were enumerated. Several findings were made about the English teachers, that there is no significant difference in the ICT integration in teaching and learning when grouped according to their highest educational attainment; there is no significant difference in the ICT integration in teaching and learning when grouped according to teachers’ seminars/trainings in ICT; there is no significant difference in the ICT integration in teaching and learning when grouped according to perceived usefulness of ICT in teaching and learning; and the perceived usefulness and perceived ease of use highly influenced the teacher-respondents’ actual usage of ICT. English teachers’ level of ICT integration in teaching and learning is fair or below satisfactory. Recommendations included school administrators, teachers, and future researchers, to support the integration of ICT in the teaching and learning process, create more opportunities for students to experience impactful learning with ICT, so that these interventions may further substantiate the contribution of ICT in the field of education, especially in English language teaching and learning. Further research anticipated to be undertaken leveling up to more focused tasks on ICT centered activities.



References:

  1. Aczel, J.C., Peake, S.R. and Hardy, P. (2008), “Designing capacitybuilding in e-learning expertise: challenges and strategies”, Computers & Education, Vol.50 No. 2, pp. 499-510.
  2. Agbatogun, A. O. (2012). Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom. International Electronic Journal of Elementary Education, 4(2), 377-394
  3. Alkhawaldeh, N. (2010), “Barriers to utilizing ICT for educational purposes in Jordan”, Degree of Master Thesis, Örebro University, Swedish Business School at Örebro University.
  4. Beauchamp, G., & Kennewell, S. (2008). The influence of ICT on the interactivity of teaching. Education and Information Technologies, 13 (4), 305-315.doi: http://dx.doi.org/10.1007/s10639- 008-9071
  5. Bingimlas, K.A. (2009), “Barriers to the successful integration of ICT in teaching and learning environments: a review of the literature”, Eurasia Journal of Mathematics, Science & Technology Education, Vol. 5 No. 3, pp. 235-245.
  6. Borthwick, A. and Pierson, M. (Eds) (2008), “Transforming classroom practice, Professional development strategies in educational technology”, Product code: PRODEV ISBN: 9781564842466.
  7. Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind experience and school (2nd ed.). Washington, DC: National Academy Press.
  8. Buntat, Y., Saud, M.S., Dahar, A., Arifin, K.S. and Zaid, Y.H. (2010), “Computer technology application and vocational education: a review of literature and research”, European Journal of Social Sciences, Vol. 14 No. 4, pp. 645-651.
  9. Cheng, K.M. (2015). Learning in a different era: Do our education systems do enough to enable learners to flourish as independent, autonomous and well-balanced individuals?. European Journal of Education, 50(2), 128130.
  10. Cheung, R. & Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers & Education, 63(1), 160-175. Elsevier Ltd. Retrieved April 15, 2019 from https://www.learntechlib.org/p/132275/.
  11. Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411-433. Retrieved from https://search.proquest.com/docview/274703287?accountid=31223
  12. Coll, C., Mauri, T. and Onrubia, J. (2009), “Towards modeling of the teaching–learning mediated by ICT”, Educational Technology, Teacher education in the Internet age, pp. 145-161.
  13. Davis, F. (1989). Perceived Usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319-339.
  14. Dela Rosa, J.,Paul Obillos. (2016). Experiences, perceptions and attitudes on ICT integration: A case study among novice and experienced language teachers in the philippines. International Journal of Education and Development using Information and Communication Technology, 12(3), 37-57. Retrieved from https://search.proquest.com/docview/1865153116?accountid=31223
  15. Drent, M. and Meelissen, M. (2008), “Which factors obstruct or stimulate teacher educators to use ICT innovatively?”, Computers & Education, Vol. 51 No. 1, pp. 187-199.
  16. Eagle, S. (2011) Learning in the early years: social interactions around picturebooks, puzzles and digital technologies. Computers & Education, 59 (1) (2011), pp. 38- 49. August 2012 http://dx.doi.org/10.1016/j.compedu.2011.10.013 retrieved October 10, 2012
  17. Fishbein, M. and Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley
  18. Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development using Information and Communication Technology, 9(1), 112- 125. Retrieved from https://search.proquest.com/docview/1353086729?accountid=31223
  19. Gorder, LM 2008, "A study of teacher perceptions of Instructional Technology Integration in the classroom". Delta Pi Epsilon Journal, vol. 1, no. 2, pp.63-76.
  20. Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning (5th ed.). Boston, MA: Houghton Mifflin.
  21. Gray, L., Thomas, N., Lewis, L., & Tice, P. (2010). Educational technology in U.S. public schools: Fall 2008. U.S. Department of Education.
  22. Grimus, M. (2000). ICT and multimedia in the primary school. In 16th conference on educational uses of information and communication technologies, Beijing, China.
  23. Hermans, R., Tondeur, J. , Van -Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509.
  24. Hew, K.F. and Brush, T. (2007), “Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future Research”, Educational Technology Research and Development, Vol. 55 No. 3, pp. 223- 252.
  25. Hussain, A. J., Morgan, S., & Al-Jumeily, D. (2011, December). How Does ICT Affect Teachings and Learning within School Education. In Developments in E- systems Engineering (DeSE), 2011 (pp. 250-254). IEEE.
  26. Inan, F., & Lowther, D. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154.
  27. Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., Grimbeek, P. (2013). Development of the TTF TPACK Survey Instrument.Australian Educational Computing, 27(3),26-35.
  28. Jawarneh, T.Y., El-Hersh, A.H. and Khazaleh, T.M. (2007), “Vocational education teachers’ adoption of information and communications technology”, Umm Al- Qura University Journal of Educational & Social Sciences & Humanities, Vol. 19 No. 2, pp. 11-56.
  29. Jung, S 2006, Information and Communication Technology Use and Skills (ICTUS) for learning English, Ph.D. Thesis, University of Maryland. Available from: http://drum.lib.umd.edu//handle/1903/3885. [21 June 2016].
  30. Karchmer, R.A., Mallette, M.H., Kara-Soteriou, J. and Leu, D.J. Jr (Eds), (2005), “Innovative approaches to literacy education: using the internet to support new literacies International Reading Association”, Headquarters Office, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-28139.
  31. Karr, D. L. (2014). Attitudes and beliefs student teachers hold toward technology integration (Order No. 3665955). Available from Education Database.(1640888852). Retrieved from https://search.proquest.com/docview/1640888852?accountid=31223
  32. Kay, R. (2006), “Addressing gender differences in computer ability, attitudes and use: the laptop effect”, Journal of Educational Computing Research, Vol. 34 No. 2, pp. 187-211.
  33. Kim. C., & Baylor, A. L. (2008). A Virtual Change Agent: Motivating Pre-service Teachers to Integrate Technology in Their Future Classrooms. Educational Technology & Society, 11 (2), 309-321.
  34. Kiraz, E. & Ozdemir, D. (2006). The Relationship between Educational Ideologies and Technology Acceptance in Pre-service Teachers. Educational Technology & Society, 9 (2), 152- 165.
  35. Kowitlawakul, Y. (2008). Technology acceptance model: Predicting nurses' acceptance of telemedicine technology (eICU) (Order No. 3310144). Available from Nursing & Allied Health Database. (250326491). Retrieved from https://search.proquest.com/docview/250326491?accountid=31223
  36. Lawless, K. and Pellegrino, J. (2007), “Professional development in integrating technology into teaching and learning: knowns, unknowns and ways to pursue better questions and answers”, Review of Educational Research, Vol. 77 No. 4, pp. 575-614.
  37. Leech, S. N. (2010). Teachers' perceptions of factors associated with technology integration (Order No. 3437416). Available from Education Database. (822233869). Retrieved from https://search.proquest.com/docview/822233869?accountid=31223
  38. Levin, T., & Wadmany, R. (2006). Teachers' beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157-181.
  39. Li, S., Yamaguchi, S., & Takada, J. (2018). Understanding factors affecting primary school teachers' use of ICT for student-centered education in mongolia.International Journal of Education and Development using Information and Communication Technology, 14(1), 103-117. Retrieved from https://search.proquest.com/docview/2045311246?accountid=31223
  40. Mafuraga, M., & Moremi, M. (2017). Integrating information and communication technology in English language teaching: A case study of selected junior secondary schools in Botswana. International Journal of Education and Development using Information and Communication Technology, 13(1), 142-152. Retrieved from https://search.proquest.com/docview/1952423583?accountid=31223
  41. Maki, R. H., Maki, W. S., Patterson, M., & Whittaker, P. D. (2000). Evaluation of a web-based introductory psychology course: Learning and satisfaction in on-line versus lecture course. Behavior Research Methods, Instruments, and Computers, 32(2), 230-239.
  42. Masagca, J.T. 2002. Ecology of teaching in an era of globalization. Paper presented during the 5th National Researa 5th National Research Forum of REDTI, Inc. Feb. 1, 2002 held at JICA Hall, Dept. of Agric., Diliman, Q.C.
  43. Milan, P., Muhammet, Z., Kursad, A. and Tasar, P. (2010). Effect of a web-based project on pre-service and inservice teachers’ attitude toward computers and their technology skills. Journal ofComputing in Teacher Education, 19, 87-91.
  44. Mirzajani, H., Mahmud, R., Fauzi, M. A., & Wong, S. L. (2016). Teachers' acceptance of ICT and its integration in the classroom. Quality Assurance in Education, 24(1), 26-40. Retrieved from https://search.proquest.com/docview/1756943875?accountid=31223
  45. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017- 1054.
  46. Moran, M., Seaman, J., & Tinti-Kane, H. (2011, April). Teaching, learning, and sharing: How today's higher education faculty use social media. Boston, MA: Pearson.
  47. Moses, R.R. (2006), “Factors related to technology implementation of K-12 principals and teachers”, PhD thesis, University of North Texas.
  48. Oko, B. A., & Michael, M. F. (2016). ICT AND QUALITY OF TEACHING-LEARNING RELATED ACTIVITIES IN PRIMARY SCHOOLS IN OGOJA EDUCATION ZONE OF CROSS RIVER STATE, NIGERIA. Global Journal of Educational Research, 15(1), 89-92. doi: http://dx.doi.org/10.4314/gjedr.v15i1.10
  49. Onyema, O. G., & Daniil, P. (2017). EDUCATING THE 21ST CENTURY LEARNERS: ARE EDUCATORS USING APPROPRIATE LEARNING MODELS FOR HONING SKILLS IN THE MOBILE AGE? Journal of Entrepreneurship Education, 20(2), 1-15. Retrieved from https://search.proquest.com/docview/2024443063?accountid=31223
  50. PR Newswire. (2013). Digital distraction: CIO survey: Tech gadgets contributing to decline in workplace etiquette. PR Newswire, May 7, 2013.
  51. Prensky, M. (2001). Digital natives, digital immigrants. Part 1. On the Horizon, 9(5).
  52. Rakes, G.C., Fields, V.S. and Cox, K.E. (2006), “The influence of teachers’ technology use on instructional practices”, Journal of Research on Technology in Education, Vol. 38 No. 4, pp. 409-424.
  53. Rapatan, M.Q. & Bernardo, A.B.I.2002. "Re-imaging the role of ICT in Philippine education reform". Transactions of the National Academy of Science and Technology of the Philippines, 24:29-42.
  54. Rigby, R. (2006). Warning: Interruption overload. Financial Times, August 23, 2006, 8. Sanders, D. W., & Morrison-Shetlar, A. (2001). Student attitudes toward web-enhanced instruction in an introductory biology course. Journal of Research on Computing in Education, 33(3), 251-261.
  55. Sankaran, S. R. (2000). Teaching and learning: Whose computer is it? Journal of Adolescent & Adult Literacy, 44, 348-354.
  56. Schiller, A. (2003). Factors influencing teachers’ attitudes toward personal use and school use of computers: New evidence from a developing nation. Evaluation Review, 30, 86-113.
  57. Sharples, M., Taylor, J. & Vavoula, G. (2010). A theory of learning for the mobile age. In Medienbildung in neuen Kulturräumen (pp. 87-99). VS Verlag für Sozialwissenschaften.
  58. Shim, J. P, Dekleva, S., Guo, C., & Mittleman, D. (2011, December). Twitter, Google, iPhone/iPad, and Facebook (TGIF) and smart technology environments: How well do educators communicate with students via TGIF? Communications of the Association for Information Systems, 29(35), 657-672.
  59. Simonson, M. (2004), “Technology use of Hispanic bilingual teachers: a function of their beliefs, attitudes and perceptions on peer technology use in the classroom”, Journal of Instructional Technology, Vol. 31 No. 3, pp. 257-266.
  60. Sulton, B. B., 2006. Pedagogy and curriculum. Centre for Media in Community, EDC. Retrieved July 10, 2007 from: http://www.digitaldivide.net/news/view.php?headlineID=701.
  61. Teo, T. (2009). Examining the Relationship between Student Teachers' Self-Efficacy Beliefs and Their Intended Uses of Technology for Teaching: A Structural Equation Modelling Approach. Turkish Online Journal of Educational TechnologyTOJET, 8(4), 7-15.
  62. Tinio, V.L. (2002). ICT in Education, Asia-Pacific Development Information Programme, 9-10, 25.
  63. Türel, Y. K., & Johnson, T. E. (2012). Teachers' Belief and Use of Interactive Whiteboards for Teaching and Learning. Educational Technology & Society,15(1), 381–394.
  64. Tzeng, Y. (2011). Affiliations of computer self-efficacy and attitudes with need for learning computer skills. Journal of Educational Computing Research, 17, 371-383.
  65. Wango, G. 2009. School administration and management: Quality assurance and standards schools. Nairobi: Jomo Kenyatta Foundation.
  66. Warschauer, M. (2004). Of digital divides and social multipliers: Combining language and technology for human development. Information and communication technologies in the teaching and learning of foreign languages: State of the art, needs and perspectives (pp. 46- 52). Moscow: UNESCO Institute for Information Technologies in Education.
  67. Warwick, P., & Kershner, R. (2008). Primary teachers’ understanding of the interactive whiteboard as a tool for children’s collaborative learning and knowledge‐building. Learning, Media and Technology, 33(4), 269-287.
  68. Winzenried, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional technology supporting diverse teaching practices. Australasian Journal of Educational Technology, 26(4), 534-552.
  69. Wong, G. K., & W. (2016). The behavioral intentions of hong kong primary teachers in adopting educational technology. Educational Technology, Research and Development, 64(2), 313-338. doi: http://dx.doi.org/10.1007/s11423-016-9426-9
  70. Wong, E.M.L. and Li, S.C. (2008), “Framing ICT implementation in a context of educational change: a multilevel analysis”, School Effectiveness and School Improvement, Vol. 19 No. 1, pp. 99-120.
  71. Yang, K. T., & Wang, T. H. (2012). Interactive White Board: Effective Interactive Teaching Strategy Designs for Biology Teaching. Tech, E-Learning- Engineering, On-Job Training and Interactive Teaching, 139-154.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic