Exploring Digital Technology Framework: Through the Lenses of a Qualitative Study: Meneroka Kerangka Teknologi Digital: Melalui Lensa Kajian Kualitatif

Saiful Izwan  Zainal; Rahimah Saimin

doi:10.33102/sainsinsani.vol6no2.321

Authors

Saiful Izwan Zainal
Rahimah Saimin

DOI:

https://doi.org/10.33102/sainsinsani.vol6no2.321

Keywords:

Digital Technology, teacher cognition, Digital Technology Framework

Abstract

The need for technologically inclined teachers has emerged as society has become more and more digitized, emphasizing the need for new methods when it comes to incorporating technology into education. Teacher educators have a dual obligation in this regard; they should not only be able to use technology for their own teaching but should also contribute to the growth of the technical digital competence of teachers. The primary goal of this study is to investigate the nature of cognitions of Malaysian teachers regarding (using) digital technology (DT) in English as a Second Language (ESL) literacy instruction. The research employs an exploratory case study approach, focusing on three teachers in Malaysia in a rural setting. The teachers were observed and interviewed, and the findings indicate that while these educators believe in DT's ability to enhance teaching, they are skeptical about the adoption of the use of technology. The results suggest that teaching experience generates knowledge of teaching strategies and shapes the teaching practices of teachers.

Keperluan untuk guru yang cenderung teknologi telah muncul ketika masyarakat menjadi semakin ‘digital’, menekankan perlunya kaedah baru ketika mengintegasikan teknologi ke dalam pendidikan. Pendidik guru mempunyai kewajiban tambahan dalam hal ini; mereka bukan sahaja perlu menggunakan teknologi untuk pengajaran mereka sendiri, tetapi juga harus menyumbang kepada pertumbuhan kecekapan digital teknikal guru pelatih. Matlamat utama kajian ini adalah untuk menyelidiki sifat kognisi guru Malaysia mengenai (dan penggunaan) teknologi digital (DT) dalam subjek Bahasa Inggeris sebagai Bahasa Kedua (ESL). Penyelidikan ini menggunakan pendekatan kajian kes eksploratori, dengan memberi tumpuan kepada tiga orang guru di Malaysia di beberapa sekolah luar bandar. Para guru dicerap dan diwawancara, dan penemuan menunjukkan bahawa walaupun para pendidik ini percaya pada kemampuan DT untuk meningkatkan pengajaran, namun mereka skeptikal tentang penerapan penggunaan teknologi. Hasilnya menunjukkan bahawa pengalaman mengajar menambahkan pengetahuan mengenai strategi pengajaran dan membentuk amalan pengajaran guru.

Downloads

Download data is not yet available.

References

Adams D.& Muthiah V. (2020) Teacher Education in Malaysia: Practices, Challenges and Future Trends for the Twenty-First Century. In: Pushpanadham K. (eds) Teacher Education in the Global Era. Springer, Singapore. https://doi.org/10.1007/978-981-15-4008-0_9

Aikins, M. V., & Arthur-Nyarko, E. (2019). Challenges facing information and communication technology implementation at the primary schools. Educational Research and Reviews, 14(13), 484-492. https://doi.org/10.5897/ERR2019.3751

Alkahtani, A. (2017). The challenges facing the integration of ICT in teaching in Saudi secondary schools. International Journal of Education and Development using ICT, 13(1),. Open Campus, The University of the West Indies, West Indies. Retrieved October 4, 2020 from https://www.learntechlib.org/p/180215/.

Amhag, L.Lisbeth & Hellström, L.isa & Stigmar, Martin. (2019). Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education. Journal of Digital Learning in Teacher Education. 1-18. 10.1080/21532974.2019.1646169. https://www.researchgate.net/publication/335289916_Teacher_Educators'_Use_of_Digital_Tools_and_Needs_for_Digital_Competence_in_Higher_Education

Armstrong, E. J. (2019). Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2032

Atkinson, C. A. (2019). Supporting Teachers' Technology Implementation Practices Through Peer-to-Peer Coaching: A Mixed Methods Study (Doctoral dissertation, Johns Hopkins University). http://jhir.library.jhu.edu/handle/1774.2/62193

Bohon, L. L., McKelvey, S., Rhodes, J. A., & Robnolt, V. J. (2017). Training for content teachers of English Language Learners: using experiential learning to improve instruction. Teacher development, 21(5), 609-634. https://doi.org/10.1080/13664530.2016.1277256

Che Had, M., & Ab Rashid, R. (2019). A review of digital skills of Malaysian English language teachers. International Journal of Emerging Technologies In Learning (Ijet), 14(02), 139. https://doi.org/10.3991/ijet.v14i02.8732

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. London: Routledge.

Esfijani, A., & Zamani, B. E. (2020). Factors influencing teachers’ utilisation of ICT: the role of in-service training courses and access. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2313

Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2018). The utilisation of e-learning facilities in the educational delivery system of Nigeria: a study of M-University. International Journal of Educational Technology in Higher Education, 15(1), 34. https://doi.org/10.1186/s41239-018-0116-z

García-Pastor, M. D. & R. Miller (2019). "Unveiling the needs of students who stutter in the language skills-a study on anxiety and stuttering in EFL learning." European Journal of Special Needs Education,34(2): 172-188. https://doi.org/10.1080/08856257.2019.1581400

Gierhart, A. R. (2020). The ‘dialogic’Of Pedagogical Design: Elementary Teachers Who Consistently Integrate Digital Technologies. http://doi.org/10.30707/ETD2020.Gierhart.A

Holfelder, A. K. (2019). Towards a sustainable future with education? Sustainability science, 14(4), 943-952. https://doi.org/10.1007/s11625-019-00682-z

Koponen, M. (2020). Reflecting transcultural media life studies from the perspectives of media literacies. Learning, Media and Technology, 45(2), 151-164. https://doi.org/10.1080/17439884.2019.1641512

Kynigos, C. (2019, July). Teaching and Learning Experiences with Digital Technologies. In Technology in Mathematics Teaching: Selected Papers of the 13th ICTMT Conference (Vol. 13, p. 247). Springer.

Livingstone, S., et al. (2008). "Converging traditions of research on media and information literacies." Handbook of research on new literacies: 103-132.

Nam, J. (2020). Disrupting the commonplace: Critical literacy practices in the ESL reading classroom. The International Journal of Critical Pedagogy, 11(1).

Pinheiro, P., Cope, B., & Kalantzis, M. (2019). Changing Forms and Uses of Citations in the Journal Article Genre: Disruptive Change and Changing Knowledge Ecologies in the Era of Digital Text. International Journal of the Book, 17(2).

Regan, K., Evmenova, A. S., Sacco, D., Schwartzer, J., Chirinos, D. S., & Hughes, M. D. (2019). Teacher perceptions of integrating technology in writing. Technology, Pedagogy and Education, 28(1), 1-19. https://doi.org/10.1080/1475939X.2018.1561507

Sipman, G., Thölke, J., Martens, R., & McKenney, S. (2019). The role of intuition in pedagogical tact: Educator views. British educational research journal, 45(6), 1186-1202. https://doi.org/10.1002/berj.3557

Vaganova, O. I. (2019). Organization of practical classes in a higher educational institution using modern educational technologies. Amazonia Investiga, 8(23), 81-86.

Veliz, L. & S. Hossein (2020). EAL teachers’(un) preparedness to implement classroom practice for multiliteracies pedagogy. Multilingual Education Yearbook 2020, Springer: 63-80. https://doi.org/10.1007/978-3-030-41211-1_4