English as a foreign language teachers’ perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19

Meirovitz, Tamar; Russak, Susie; Zur, Ayala

doi:10.1016/j.heliyon.2022.e09175

Cited by 30 publications

(31 citation statements)

References 29 publications

(25 reference statements)

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“…3 / 14 et al, 2019;Meirovitz et al, 2022;Romero-Tena et al, 2021;Wang et al, 2012). The first serious discussions and analysis of notion and structure of digital competence emerged in the European digital competence framework for citizens, known as DIGCOMP, where digital competence refers to a "confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society" (Ferrari, 2013, p. 2).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Cuhadar (2018), who presented similar findings, stated, "pre-service teachers do not receive adequate training and support in regard to the use of ICT in education during their courses" (p. 61). Meirovitz et al (2022) also suggest "a pressing need to raise teachers' confidence in technology, to broaden their cognitive skills in relation to technology pedagogy, and to promote a culture of using technology meaningfully" (p. 6).…”

Section: Literature Reviewmentioning

confidence: 99%

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Perceptions of digital competence in learning and teaching English in the context of online education

2023

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Digital competence has become a crucial capability in the learning process, in the working place, and in personal communication. The aim of the article is to explore master students’ perceptions of their digital competence by identifying frequency, expertise, and satisfaction in using information communication technologies (ICT) in their learning process when studying at university and teaching English as a foreign language (EFL) in the context of online education. The sample comprised 49 master students who participated in distant evening classes at a private university in Kazakhstan while working simultaneously as teachers of English in various educational institutions during the day. Master students’ perceptions of digital competence is one of the approaches to reveal the gaps in students’ digital competence development necessary for learning and teaching EFL online. The main research tool for data collection was the online survey allowing the master students to measure their level of digital competence. Evident from the results, the majority of respondents are digitally competent; yet there is a cohort of master students who scored low on ICT skills needed for teaching and admitted the necessity of improvement. Also, according to the findings, the respondents’ frequency, expertise, and satisfaction level by their digital competence needed in the learning is higher than that in teaching. This can also imply that even though the frequency and expertise in using digital technologies for learning contributes to the development of the expertise in using them for conducting their own classes, master students need special training on the use of ICT for pedagogical purposes.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Perceptions of digital competence in learning and teaching English in the context of online education

2023

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“…In this context, soylenbilir technology vocational education benefits both. Meirovitz et al (2022) in the year the work they have done on English-as-a-foreign-language teachers and COVID-19, and while looking to the future during the necessary knowledge about how specific technologies used for distance education, aimed to investigate whether they are sure that they have; as a result, the lower from the use of digital tools in research the information about teachers, teaching support services they achieved benefited from the technological, new pedagogical-technological and digital learning methods to increase teacher awareness of the need for teacher education programmes and teachers on a personal basis, gaining competence to adapt to new digital technologies in their work emphasised the importance of encouraging. In this context, when this value is combined with the results of the research, it is seen that the results of the participants follow and use the Google Meet application in online education technology very well.…”

Section: Post-study Training Views Of the Participant Group Included ...mentioning

confidence: 99%

Training of future teachers about educational technologies of vocational training

Kamalov

Saipov²,

Kamalov³

2022

WJET

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This study aimed at investigating the education of future teachers about the educational technologies of vocational education, and it was designed according to this purpose. In this context, it was aimed to conduct a study with the teachers of the future. The research was created and implemented in the 2021–2022 spring academic year. A total of 172 pre-service teachers voluntarily participated in the research. In the research, vocational education technologies were given with the help of online technology in the form of a 2-week online training to the group participating in the study. In order to collect data in the study, the ‘Vocational Education and Technology’ data collection tool, which was developed by the researchers and whose validity and reliability were obtained, was used. The data collection tool used in the research was delivered to the people participating in the research with the Google survey method and collected. The analysis of the data was made by using the Statistical Package for the Social Sciences programme, frequency analysis and t-test; the results are added to the research in the presence of tables. As a result of the research, it is seen that the teachers of the future will prefer technology for vocational education and use it in their professional life to achieve positive results. Keywords: Teachers of the future, vocational education, online and distance education, technology;

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“…Kreativias dan inovasi yang dilakukan pendidik akan sangat mempengaruhi pemerolehan Bahasa dan capaian pembelajaran peserta didik. Kelas Bahasa Inggris selama ERT tentu menghadirkan berbagai macam tantangan karena Dosen dan mahasiswa tidak bisa melakukan kegiatan pembelajaran secara tatap muka di luar jaringan (Derakhshan et al, 2021;Meirovitz et al, 2022). Dosen Bahasa dituntut untuk berinovasi dalam pemilihan bahan ajar dan media pembelajaran yang mampu meningkatkan pemerolehan Bahasa mahasiswa selama mengikuti perkuliahan daring (Back et al, 2021;Klimova, 2021).…”

Section: Pendahuluanunclassified

Moodle, digital board dan video conference: Inovasi media pembelajaran Bahasa Inggris selama emergency remote teaching di masa pandemi Covid-19

Septianasari

2022

JINoP

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Innovation in the use of learning media amid an Emergency Remote Teaching (ERT) is indispensable, especially in teaching English as a foreign language. This study aims to document learning innovations carried out by English Lecturers and investigate students’ perspectives regarding learning innovations carried out by their classroom lecturers during ERT. Statistical quantitative and qualitative approaches were used in the research design of this study. Purposive sampling combined with questionnaires and interviews as instruments to collect data. The data were analyzed by using LISREL software supported with a descriptive qualitative approach to calculate statistical data from the questionnaire and to describe data from interviews. The findings indicate that the LMS combined with digital boards and video conference platforms have received quite a positive response from students in terms of material, self-efficacy, and usability. The innovations made by lecturers in integrating learning media can help the lecturers to maintain the achievement of learning activities during ERT.

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English as a foreign language teachers’ perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19

Cited by 30 publications

References 29 publications

Perceptions of digital competence in learning and teaching English in the context of online education

Perceptions of digital competence in learning and teaching English in the context of online education

Training of future teachers about educational technologies of vocational training

Moodle, digital board dan video conference: Inovasi media pembelajaran Bahasa Inggris selama emergency remote teaching di masa pandemi Covid-19

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