Comparing the Internet Usage of Pre-service Language Teachers With Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

Abstract

Comparación del uso de Internet entre docentes de idiomas en formación y docentes de otras áreas: educación a distancia frente a presencial Mehmet Firat1* Harun Serpil2 Los maestros juegan un papel crucial para facilitar que las personas adquieran competencias adecuadas para el uso de Internet. Esto requiere que los maestros mismos sean diestros en dichas competencias. El propósito de este estudio es investigar el uso de Internet, a distancia y dentro del campus, de los futuros profesores. Un total de 789 docentes en formación participaron en este estudio-encuesta. Los resultados muestran que los docentes, tanto dentro del campus como en los programas de aprendizaje a distancia, tienen un nivel medio en lo que respecta al uso de Internet. Los docentes más jóvenes y los mayores utilizan Internet con más frecuencia. Se ha encontrado que la suficiencia y la apropiación de la tecnología, así como la frecuencia de uso de Internet por parte de los futuros profesores de idiomas, son moderadas en comparación con docentes en formación de otras áreas.Palabras clave: educación abierta y a distancia, Internet en la educación, profesores de idiomas en formación. *

Capacity of Internet Usage by On-Campus Undergraduate Elementary School Teachers in Kenyan University Setting

“…This finding is congruent to Onwuagboke et al (2014) who found no statistically significant difference in the frequency of internet usage among age groups (16)(17)(18)(19)(20)(21)(22)(23)(24) and greater than 25 years). The year of study did not significantly affect extent of internet usage contrary to Firat and Serpil (2017) finding who established significant differences with respect to year (class) of study -internet usage increased with year of study. Neither the type of source of internet services discriminated between pre-service teachers" extent of internet usage or owning a computer (or not) did not determine internet usage.…”

“…Examination of Table 8 reveals that all demographic variables were not statistically significant determinants for internet use by pre-service teachers. Notably being male or female does not determine internet usage in agreement with other findings (Firat & Serpil (2017) ;Helsper, 2010;Ogunlade, Fagbola, Ogunlade & Amosa, 2015;and Onwuagboke et al, 2014). This finding is contrary to that of Adediran and Kehinde (2014) who found significant difference between male and female participants with male higher usage than their female counterparts.…”

“…Pre-service teachers are expected to be users of technology within and without their classroom settings, implying that pre-service teachers should be proficient or Internet-literate in use of technology (Onwuagboke, Singh, & Fook, 2014;Firat & Serpil, 2017). Technology should be an essential part of teacher education.…”

Comparing Efl Learners’ Responses in Online and Traditional Classes: A Mixed Method Approach

“…Language learning through social networks has been studied by researchers (e.g. Firat & Serpil, 2017;Khabiri & Khatibi, 2013;Yousefzadeh, 2012). Greenhow (2011) said that social networking sites support learning and new technologies are very useful for educational goals.…”

The Use of Language Learning Apps as a Didactic Tool for EFL Vocabulary Building

“…In regards to teachers who are supportive of practices mediated by technology, Firat and Serpil (2017) did a comparative study of internet usage in different groups of teachers. They assert that teachers need to be internet literate so as to help their students gain internet competency.…”