Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature
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Published:
Mar 29, 2020
Keywords:
ELT, ICT Integration, Teachers' Perspective
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(1) * Gusti Nur Hafifah
Universitas Muhammadiyah Surabaya
Indonesia
(*) Corresponding Author
Abstract
This paper reviews some research articles on the teachers perspective of ICT implementation in education, particularly in English language teaching. It explores the research result based on three scopes; Teachers perspective of ICT in education in general, Teachers perspective of ICT specifically in English language Teaching in Global Context, and The teachers perspectives of ICT in ELT in Indonesian settings. The analysis is based on the research methodology; including the design, subject and instrument used in the research, also the findings and suggestions resulted in the research. Finally, this paper proposes further study on the related topic area on teachers’ cognition of ICT in ELT.
HIGHLIGHTS:
- Teachers have positive perspectives on the use of ICT for education and ELT.
- There are limited studies on teachers perspectives in higher education level.
- Teachers perspective on ICT might be contributing factors to teachers professional development.
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How to Cite
Hafifah, G. N. (2020). Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature. JEES (Journal of English Educators Society), 5(1), 9-15. https://doi.org/10.21070/jees.v5i1.205
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Section
Reviews
Copyright (c) 2020 Gusti Nur Hafifah
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Drossel, K., Eickelmann, B., and Gerick, J. (2017). Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration.
Febriani, G. and Hafifah, G. N. (2019). Teachers' beliefs and practices of using youtube in EFL context in Muhammadiyah senior high school of surabaya. Humanities & Social Sciences Reviews, 7(3):389–397.
Ghavifekr, S. and Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2):175–175.
Gobbo, C. and Girardi, M. (2001). Teachers’ beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10(1-2):63–85.
Goktas, Y., Yildirim, Z., and Yildirim, S. (2008). A review of ICT related courses in pre-service teacher education programs. Asia Pacific Education Review, 9(2):168–179.
Harendita, M. E. (2013). Why Resist? A Closer Look at Indonesian Teachers’ Resistance to ICT. International Journal of Indonesian Studies, 1(2):79–109.
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Hennessy, S., Ruthven, K., and Brindley, S. (2017). Teacher Perspectives on Integrating ICT into School Subject Teaching. J. Curriculum Studies, 44(0):1–40.
Hismanoglu, M. (2012). The Impact of a Curricular Innovation on Prospective EFL Teachers’ Attitudes towards ICT Integration into Language Instruction. International Journal of Instruction, 5(1):183–202.
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Salleh, S. M. and Laxman, K. (2014). Investigating the factors influencing teachers’ use of ICT in teaching in Bruneian secondary schools.
Silviyanti, T. M. and Yusuf, Y. Q. (2015). Son, J., Robb, T., and Charismiadji, I. (2011). Computer Literacy and Competency: A Survey of Indonesian Teachers of English as a Foreign Language. Call-Ej, 12(1):26–42.
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Tallvid, M. (2016). Understanding teachers’ reluctance to the pedagogical use of ICT in the 1: 1 classroom. Education and Information Technologies, 21(3), 503-519.
Toh, Y. and So, H.-J. (2011). ICT reform initiatives in Singapore schools: a complexity theory perspective. Asia Pacific Education Review, 12(3):349–357.
Tomas, C. (2011). Review of Learning Languages through Technology. Language Learning & Technology, 15(3):37–40.
Zhao, J., Yao, P., and Kong, J. (2016). Comparative Study on International Policies for Teachers’ ICT Capacity-Building. In Huang, R., editor, ICT in Education in Global Context, pages 267–293. Springer-Verlag.
Zhao, Y. and Frank, K. A. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal, 40(4):807–840.
Abukhattala, I. (2016). The Use of Technology in Language Classrooms in Libya. International Journal of Social Science and Humanity, 6(4):262–267.
Al-Munawwarah, S. F. (2014). Teachers’ Perceptions on the Use of. ICT in Indonesian EFL Learning Context. English Review: Journal of English Education, 3(1):1–11.
Barak, M. (2006). Instructional principles for fostering learning with ICT: teachers’ perspectives as learners and instructors.
Cernochova, M. (2010). Teaching Practice from the Perspective of ICT Student Teachers at the Faculty of Education. IFIP Advances in Information and Communication Technology, 324:44–55.
Dashtestani, R. (2014). English as a foreign language—teachers’ perspectives on implementing online instruction in the Iranian EFL context.
Deryakulu, D. and Atal-Köysüren, D. (2018). The relationship between Turkish pre-service ICT teachers’ educational philosophies and occupational anxieties. Educational Research for Policy and Practice, 17(1):33–52.
Drossel, K., Eickelmann, B., and Gerick, J. (2017). Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration.
Febriani, G. and Hafifah, G. N. (2019). Teachers' beliefs and practices of using youtube in EFL context in Muhammadiyah senior high school of surabaya. Humanities & Social Sciences Reviews, 7(3):389–397.
Ghavifekr, S. and Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2):175–175.
Gobbo, C. and Girardi, M. (2001). Teachers’ beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10(1-2):63–85.
Goktas, Y., Yildirim, Z., and Yildirim, S. (2008). A review of ICT related courses in pre-service teacher education programs. Asia Pacific Education Review, 9(2):168–179.
Harendita, M. E. (2013). Why Resist? A Closer Look at Indonesian Teachers’ Resistance to ICT. International Journal of Indonesian Studies, 1(2):79–109.
Hashemi, B. (2013). The Investigation of Factors Affecting The Adoption of ICTS among English Language Teachers In ESL Context. The International Journal of Language Learning and Applied Linguistics World. IJLALW, 4(1):58–72.
Hennessy, S., Ruthven, K., and Brindley, S. (2017). Teacher Perspectives on Integrating ICT into School Subject Teaching. J. Curriculum Studies, 44(0):1–40.
Hismanoglu, M. (2012). The Impact of a Curricular Innovation on Prospective EFL Teachers’ Attitudes towards ICT Integration into Language Instruction. International Journal of Instruction, 5(1):183–202.
Hu, L. and Webb, M. (2009). Integrating ICT to higher education in China: From the perspective of Activity Theory.
Inayati, N. (2014). English Language Teachers ’ Attitude Towards Social Media in Higher Education : Indonesian Perspective. Proceedings of the 3rd UAD TEFL International Conference, pages 777–790.
Jones, A. and Cowie, B. (2011). Evaluation approaches for a national ICT initiative: the example of laptops for New Zealand teachers. Educational Research for Policy and Practice, 10(1):3–15.
Kafyulilo, A. and Keengwe, J. (2014). Teachers’ perspectives on their use of ICT in teaching and learning: A case study.
Kalogiannakis, M. (2010). Training with ICT for ICT from the Trainee’s Perspective. A local ICT Teacher Training Experience. Education and Information Technologies, 15(1):3–17.
Karagiorgi, Y. and Charalambous, K. (2004). Curricula Considerations in ICT Integration: Models and Practices in Cyprus.
Kusumo, N. S. A. M., Kurniawan, F. B., and Putri, N. I. (2012). ELearning Obstacle Faced by Indonesian Students. The Internet, and Management, pages 23–24.
Levin, T. and Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technologybased Classrooms. Journal of Research on Technology in Education, 39(2):157–181.
Loveless, A. M. (2003). The Interaction between Primary Teachers’ Perceptions of ICT and their Pedagogy. IFIP Advances in Information and Communication Technology, 113:93–100.
Mafuraga, M. and 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 (IJEDICT), 13(1):142–
152.
Nachmias, R., Mioduser, D., Cohen, A., Tubin, D., and Forkosh-Baruch, A. (2004). Factors Involved in the Implementation of Pedagogical Innovations Using Technology.
Olofsson, A. D., Lindberg, J. O., and Fransson, G. (2017). What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?
Penn-Edwards, S. (2010). The Competencies of an English Teacher: Beginning Student Teachers’ Perceptions. Australian Journal of Teacher Education, 35(2):49–66.
Safitry, T. S., Mantoro, T., Ayu, M. A., Mayumi, I., Dewanti, R., and Azmeela, S. (2015). Teachers’ Perspectives and Practices in Applying Technology to Enhance Learning in the Classroom. International Journal of Emerging Technologies in Learning (iJET), 10(3):10–10.
Salleh, S. M. and Laxman, K. (2014). Investigating the factors influencing teachers’ use of ICT in teaching in Bruneian secondary schools.
Silviyanti, T. M. and Yusuf, Y. Q. (2015). Son, J., Robb, T., and Charismiadji, I. (2011). Computer Literacy and Competency: A Survey of Indonesian Teachers of English as a Foreign Language. Call-Ej, 12(1):26–42.
Stensaker, B., Maassen, P., Borgan, M., Oftebro, M., and Karseth, B. (2007). Use, updating and integration of ICT in higher education: Linking purpose, people and pedagogy.
Tallvid, M. (2016). Understanding teachers’ reluctance to the pedagogical use of ICT in the 1: 1 classroom. Education and Information Technologies, 21(3), 503-519.
Toh, Y. and So, H.-J. (2011). ICT reform initiatives in Singapore schools: a complexity theory perspective. Asia Pacific Education Review, 12(3):349–357.
Tomas, C. (2011). Review of Learning Languages through Technology. Language Learning & Technology, 15(3):37–40.
Zhao, J., Yao, P., and Kong, J. (2016). Comparative Study on International Policies for Teachers’ ICT Capacity-Building. In Huang, R., editor, ICT in Education in Global Context, pages 267–293. Springer-Verlag.
Zhao, Y. and Frank, K. A. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal, 40(4):807–840.