Teachers’ Reflection: Does The Instructional Technology Implementation Transform Learning?

Tri Mulyati

Abstract


The development of the digital era requires teachers to insert technology into English instruction. Teachers must be able not only to use the internet and computer software but also to implement technology appropriately in the teaching and learning process to help students achieve learning objectives. Inserting technology into English instruction has been done by many teachers. Also, research on technology integration in English class has been mushrooming since years ago. However, the evaluation dealing with the implementation of technology in English instruction is limited. This research aims at evaluating how teachers use technology in the teaching and learning process. The evaluation focuses on whether the use of technology has enhanced students’ learning experiences or transformed students’ learning experiences. Four levels of SAMR model (Substitution, Augmentation, Modification, and Redefinition) are used to assess the implementation. Here, the researchers gauged information from six English teachers of a senior high school in Banyuwangi regency concerning how they use technology in the teaching and learning process.

Keywords


ELT; SAMR; Technology

Full Text:

PDF

References


Ashcroft, R.J. and Imrie, A. C. (2014). Learning Vocabulary with Digital Flashcards. In N. Sonda dan A. Krause (Eds), JALT 2013 Conference Proceedings (pp. 649-646). Tokyo: JALT.

Cahyono, B.Y. (2012). Making the Most Stories from YouTube for Classroom Interaction. A paper presented in The 4th NELTAL Conference. Fakultas Sastra, Malang, 31 March.

Cimermenova. (2015). Using Comic with Novice EFL Readers to Develop Reading Literacy. Procidia-Social Behaviour Sciences, 174(2015). pp 2452-2459.

Gufron, M.A., Saleh, M., Warsono, and Sofwan, A. (2016). A Model of Research Paper Writing Instructional Materials for Academic Writing Course: Needs and Document Analysis and Model Design. English Language Teaching. 9 (3): 1-12.

Hamilton, E.R., Rosenberg, J.M. and Akcaoglu, M. (2016). Examining The SAMR Model for Technology Integration. Tech Trends, 60. 433-441.

Killedar, M. (2008). Effectiveness of Learning Process Using “WEB Technology” in the Distance Learning System. Turkish Online Journal of Distance Education. 9(4). 108.

Lobo, A.G. and Jimenez, R.L. (2017). Evaluating Basic Grammar Projects, Using the SAMR Model. Letras, 61. 125-151.

Mills, S.C. (2006). Using Internet for Active Teaching and Learning. New Jersey: Pearson Education.

Mulyati, T. (2013). Using Eyejot in ESP Class: The Students’ Perspective. in Bambang Yudi Cahyono and Fika Megawati (Eds). Material and Media in English Language Teaching (pp. 439 – 452). Malang: UM Press.

Mutlu, A. and Eroz-Tuga. (2013). The Role of Computer Assisted Language Learning (CALL) in Promoting Learning Autonomy. Eurasian Journal of Educational Research, 51. pp. 107 – 122.

Pardo, A.N. and Tellez, M.F.T. (2015). Reflection on Teacher’s Personal and Professional Growth through a Material Development Seminar. How, 22(02). 54-74

Puentedura, R.R. (2014). The SAMR Model. Retrieved 5 June 2017, from http://www.hippasus.com/rrpweblog/archieves/2014/06/29/LearningTechnologySAMRModel.pdf.

Romrell, D. Kidder, L.C., and Wood, E. (2015). The SAMR Model as a Framework for Evaluating mLearning. Journal of Asynchronous Learning Networks, 2. pp 1 – 15.

Sahin-Kizil, A. (2014). Blended Instruction for EFL Learners: Engagement, Learning and Course Satisfaction.The JALT CALL Journal, 10(3). 175-188.

Torsani, S. (2015). Linguistics, Procedure and Technique in CALL Teacher Education. The JALT CALL Journal, 11(2). 155-164.




DOI: http://dx.doi.org/10.30605/ethicallingua.v6i1.1115

Refbacks

  • There are currently no refbacks.

Article Metrics

Abstract view : 62 times
PDF - 13 times



Copyright (c) 2019 Tri Mulyati

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

ISSN 2540-9190 (Online) * ISSN 2355-3448 (Print)