How language teachers perceive information and communication technology

Abstract

The digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. The paper aims to provide an answer to the question whether language teachers perceive Information and Communication Technology (ICT) as a threat or a helpful assistant. To achieve this, a survey was conducted to 110 English teachers in Java, Indonesia. Five closed-ended items and two open-ended items in an online questionnaire asked them several questions about what conditions they see as threats, how they perceive ICT, and what digital facilities they have been using in their work. The results show that most of them perceived ICT positively, seeing it as a beneficial rather than threatening force. To them, ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching-learning activities. Those who expressed their worry over ICT mentioned the importance of teachers’ upgrading their ICT skills and called for institutional support for the teachers. Three models, TAM (Technological Acceptance Model), UTAUT (Unified Theory of Acceptance and Use of Technology), and TPACK (Technological Pedagogical Content Knowledge) were then discussed to address the need for helping teachers adapt to the fast-changing digital technology.

Tpack-Related Programs for Pre-Service English Teachers: An in-Depth Analysis on Efforts and Issues of Ict Integration

“…These lecturers also used various ICT tools in their teaching to support TPACK-related programs. These efforts therefore confirm the findings reported by Djiwandono (2019) that educators seem to have a good attitude over ICT integration in education. Moreover, through doing these efforts, the lecturers could still be updated to the latest ICT issues in education and to provide their students with good ICT knowledge.…”

“…Despite the fact that ICT tools have brought some benefits to the English instruction in ELT context (Li et al, 2019), these alterations will inevitably bring uncomfortable situations (Djiwandono, 2019) and many issues as consequences to English educators who are not ready to face them (Drajati et al, 2018) at the same time. Those issues are not limited to the fact that teachers do not know how to implement technology into teaching (Mishra & Koehler, 2006), fear of change (Koehler & Mishra, 2009), and the dominations of conventional teaching methods in the digital era (West, 2013).…”

“…For instance, Drajati et al (2018) studied Indonesian teachers' TPACK and reported that Indonesian teachers had good knowledge of teaching with technology as well as knowing some ICT tools that can support the ELT. In addition, Djiwandono (2019) observed Indonesian teachers in terms of their perceptions of ICT integration and revealed that these teachers had good and positive perceptions. However, good knowledge and perceptions will not always result in good implementations.…”

Using Orai Application in Teaching Pronunciation

“…ICT gives more benefits in teaching and it has already discussed by some experts. The notion of ICT was posited by Djiwandono (2019), ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching learning activities. It is supported by Rodliyah (2018), ICT can facilitate students' learning and teaching process.…”

English GGD Teachers’ Voice in the Use of ICT for Teaching English (Barriers and Strategies)

“…They all also agree that technology is very beneficial for assisting them in teaching English. Moreover Djiwandono (2019) claims that Indonesian teacher have employed technology-based learning media in their English class because the integration of technology and teaching learning English can make learning more meaningful.…”