Teachers’ Reflection: Does The Instructional Technology Implementation Transform Learning?
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 in order to help students achieve learning objectives. Many teachers have done inserting technology into English instruction. In addition, 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 the SAMR model (Substitution, Augmentation, Modification, and Redefinition) are used to assess the implementation. Here, the researchers gauged information from six English teachers of the senior high school in Banyuwangi regency concerning how they use technology in the teaching and learning process.
Downloads
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): 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 l, 11(2). 155-164.
Copyright (c) 2019 Tri Mulyati
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting the manuscript of the article, the authors agree with this policy with no specific document sign-off required.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe the rights of others).
- they agree to Ethical Lingua license and copyright agreement.
All articles published by Ethical Lingua are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Ethical Lingua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ethical Lingua.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.