English Teachers’ Perceptions of Technology Integration: Are They Different From Their Peers in Engineering and Medical Science?

Bensalem, Elias

doi:10.5539/ijel.v9n1p152

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…Research on the issue of ICT integration as a function of subject areas is ongoing (Bensalem, 2019), but, to a large extent, it tends to be fragmented by country and educational system. Although there is a general belief that subject areas and ICT integration are related (Howard et al, 2015), more research is needed in order to understand the specificities of each course along with their accompanying needs in terms of ICT-based teaching and look at ICT usage in them also through this prism.…”

Section: Discussionmentioning

confidence: 99%

Aspects Affecting the Use of Digital Technologies in Greek Schools

Foutsitzi¹

2021

IES

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This paper is analyzing feedback collected from Greek high school teachers, in order to answer questions regarding the use of Information and Communication Technologies (ICT) as part of their teaching practices in Greek schools. Various hypothesis tests are presented, in order to focus on perceptions, look into possible problems and see how teachers of different profile and specializations apply ICT in their teaching. A special focus is placed on philogists, as the most populous but also less technology-related subject, content-wise. In particular, an online survey was prepared, aiming at collecting information regarding the use of ICT in Greek schools. This information is analyzed across various demographic and profession-related variables concerning teacher’s age, gender, specialization, type of technology used, familiarization with ICT, motivations. A total of 309 respondents reacted to the questionnaire, over a period of about two months in 2019. The questionnaire consisted of 31 questions in total. The analysis that follows is both descriptive and statistical, while it intends to provide answers and correlations regarding the most striking questions and hypotheses.

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Section: Discussionmentioning

confidence: 99%

Aspects Affecting the Use of Digital Technologies in Greek Schools

Foutsitzi¹

2021

IES

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“…Previous studies have largely focused on two aspects of how technology supports student learning: frequency of technology use and domain‐general technology use (Clarebout & Elen, 2009; Jiang et al, 2009). Recently, researchers have recommended looking at how technology is used in more contextually specific manners (Bensalem, 2019; Tay et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…One contextual factor that has gained recent attention is content‐specific (or subject‐specific) technology usage (Bensalem, 2019; Crompton et al, 2019; Tay et al, 2015). Tay et al (2015), for instance, posited that teachers often view technology's role differently based on technology integration beliefs consistent with content area norms.…”

Section: Introductionmentioning

confidence: 99%

Cognitive tasks in the core content areas: Factors that influence students' technology use in high‐school classrooms

Hawk

Vongkulluksn

Xie

et al. 2021

Computer Assisted Learning

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Prior studies have focused on general technology use and technology use in domain‐general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation have a coordinated influence for how students used technology to support learning. The sample included high school students in a Midwestern state who were surveyed on their motivation and how they used technology to support learning. The study employed hierarchical linear modelling to examine how goal orientation and classroom content area predicted various levels of Bloom's Digital Taxonomy. Students who adopted mastery‐oriented goals were more likely to use technology for various cognitive tasks, especially those at higher levels of complexity. Lastly, the association between mastery goal orientation and some aspects of technology use was conditioned on content area, although effect sizes were small. This study showed that, overall, technology is used differentially across four core content areas. Students in mathematics classrooms used technology less, however much of technology use was evident at lower cognitive levels. Second, students' goal orientation, and in particular their mastery goals influence how technology is used across content areas, and this is marginally conditioned on content area. Technology use should match the instructional context to maximize technology use and students' goal orientation.

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“…At the same time, the focus is given on the evolving nature of and students' access to knowledge (Jimoyiannis, 2010;Tearle, 2004). Fundamental also to this change is the need to equip the teachers to learn the new set of skills required to use and apply the technology with and redesign learning to work with the technology (Bensalem, 2019;Craciun & Bunoiu, 2015). Therefore, teachers must be adequately trained to effectively and efficiently use ICT in the classroom, design technologymediated lessons, and keep pace with the fast-advancing technological environment (Aslan & Zhu, 2018;Jimenez, 2005;Lim, 2007).…”

Section: Introductionmentioning

confidence: 99%

Sustaining Successful ICT Integration in Remote Rural Schools

Que¹

2021

JSSH

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This paper aims to provide insights into how teachers can sustain ICT integration practices in geographically isolated and disadvantaged areas. A mixed-method case study design was used for the study. Data were collected through interviews, questionnaires, classroom observation, and document examination. Qualitative analysis and descriptive statistics were used to analyse the data. For data validity, triangulation of responses and member checking was carried out. The study identified successful technology integration factors in geographically isolated and disadvantaged schools: a strong community of practice, an adequate support system, and contextual ICT integration practices. It suggests that teachers’ pedagogical practices related to ICT toned to undergo a continuous process of review and reflection to ensure that ICT-related practices remain pedagogically effective and relevant to changing needs and contexts. The account of the teachers in this study, focusing on their teaching experiences in a school in a remote, low-income area, creates a paradigm for comparative research on education in challenging contexts. Comparative studies on ICT integration practices in poverty-stricken, post-disaster, and conflict-affected areas, could provide inputs for formulating context-specific policy recommendations that could support successful ICT integration in small rural schools in the Philippines and other developing countries.

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English Teachers’ Perceptions of Technology Integration: Are They Different From Their Peers in Engineering and Medical Science?

Cited by 4 publications

References 13 publications

Aspects Affecting the Use of Digital Technologies in Greek Schools

Aspects Affecting the Use of Digital Technologies in Greek Schools

Cognitive tasks in the core content areas: Factors that influence students' technology use in high‐school classrooms

Sustaining Successful ICT Integration in Remote Rural Schools

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