Implications from the Use of ICT by Language Teachers – Participants of International Projects

Gajek, Elżbieta

doi:10.13189/ujer.2015.030101

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…Finally, men tend to get higher number than women in which men are motivated to learn through ICTs. It is relevant to research results of Gajek (2015) show that almost 78% of the respondents use internet of teaching tips.…”

Section: Discussionmentioning

confidence: 99%

Students’ Attitudes towards Collaborative Learning through E-Learning During Covid-19: A Male and Female Students

Dewi

Muhid

2021

Eng. Teach. J

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<span>The regulation and policy in the teaching and learning process are changing during this pandemic (Covid-19). The face-to-face learning process is altered by online learning. This evolution faces numerous obstacles throughout the world including in Indonesia. Information Communication and Technologies (ICTs) have a pivotal role in supporting materials and media for tutors or teachers in learning English because teachers can provide videos, music, and any other materials in e-learning that can be accessed everywhere and anytime by pupils. Collaborative learning could boost students’ motivation to learn English so that learning can be more interesting, easier, and interactive. The aims of this research are to identify students’ attitudes towards collaborative learning with ICTs through e-learning and to compare women's and men’s attitudes towards collaborative learning with ICTs through online learning. This research is mixed research namely quantitative research with a 5-point Likert scale using a questionnaire and qualitative by interviewing the students. The research results show that most of the students agree that collaborative learning through ICTs has a positive impact on learners’ attitudes during the pandemic. Then, females have a higher percentage than males in most of the items; however, males have much more interest in using the internet for their daily life. It is expected that government should provide some training to students not only on how to use the technology but also how to utilize the technology to gain appropriate materials; then blended learning would be much better to strengthen good communication and interaction between students and educators.</span>

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Section: Discussionmentioning

confidence: 99%

Students’ Attitudes towards Collaborative Learning through E-Learning During Covid-19: A Male and Female Students

Dewi

Muhid

2021

Eng. Teach. J

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“…Yapılan projeler sayesinde proje temelli öğrenmenin basamakları aşamalı olarak çıkılırken öğrenme-öğretme süreçlerini daha etkin hale getirme, öğrenci katılımının (Akdemir, 2017) ve katılımcıların özgüvenlerinin artması ve kendi kendilerini organize eder hale gelmeleri de eTwinning projelerinin beklenen sonuçlarındandır. Projelerin en büyük yararlarından bir tanesi de proje üyelerinin karşılıklı etkileşimini sağlamaları için yabancı dili kullanmaları ve bu yolla yabancı dil pratiğinin artmasıdır (Gajek, 2015). Özellikle dil eğitimi alanında oldukça gerekli olan gerçek yaşam durumlarının sağlanması ve bireyin dile maruz kalması (Ibrahim, 2010), eTwinning projeleri sayesinde çevrimiçi ortamlarda sağlanır olmuştur (Gilleran ve Joyce, 2008).…”

Section: Introductionunclassified

eTwinning Projelerinin Mesleki Yeterliklere Katkısına Yönelik Öğretmen Görüşlerinin İncelenmesi

USLU KAPLAN,

ALKAN

2023

Erciyes Journal of Education

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Son yıllarda eTwinning projeleri hem ulusal hem uluslararası bağlamda giderek yaygınlaşan uygulamalardan biri hâline gelmiştir. Ancak eTwinning projelerinde görev almanın öğretmenlerin mesleki yeterliklerine ne tür bir etkisi olduğuna ilişkin yeterli çalışma bulunmamaktadır. Bu kapsamda bu çalışmanın amacı eTwinning projelerinin öğretmen yeterliklerine katkısına yönelik öğretmen görüşlerini incelemektir. Tarama modelinde desenlenen araştırmada kartopu örnekleme tekniği ile belirlenen 189 öğretmen katılımcı olarak yer almıştır. Araştırmanın verileri, Millî Eğitim Bakanlığı tarafından 2017 yılında yayınlanan Öğretmenlik Mesleği Genel Yeterlikleri temelinde oluşturulan anket ile toplanmıştır. Anket içerisinde 33 kapalı uçlu ve üç açık uçlu madde yer almıştır. Elde edilen nicel veriler frekans ve yüzde hesaplamaları kullanılarak çözümlenirken nitel verilerin analizinde betimsel analiz kullanılmıştır. Hem nicel hem nitel bulgular, eTwinning projelerinde yer alan öğretmenlerin, bu projelere katılmalarının kendi mesleki yeterliklerine olumlu katkılar sağladığını düşündüğünü göstermiştir. Bu doğrultuda en fazla olumlu görüş bildirilen boyut Öğretme ve Öğrenme Sürecini Yönetme olurken en az olumlu görüş bildirilen boyut ise Mevzuat bilgisi olmuştur. Sonuç olarak, öğretmen görüşlerine göre, eTwinning projeleri öğretmenlerin mesleki bilgi, mesleki beceri ile tutum ve değerlerden oluşan mesleki yeterliklerinin gelişmesine yardımcı olmuştur. Elde edilen bulgular doğrultusunda, başta Millî Eğitim Bakanlığı olmak üzere öğretmen mesleki yeterliklerini iyileştirme amacı güden kurumlar ve üniversiteler, eTwinning projelerine verilen önem ve desteği artırma yoluna giderek mesleki yeterliklerin geliştirilmesine olanak sağlayabilir.

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“…It was found that the integration of ICT into the curriculum was low; there was a perception that there were obstacles to integrating it from the technology side, not from the side of the curriculum. In 2013, in Poland, there was a study of "Implications for the Use of ICTs by Language Teachers -International Project Participants" [17]. The respondents were 264 language teachers representing 620 language teachers throughout Poland.…”

Section: Introductionmentioning

confidence: 99%

Patterns for Utilizing ICT in Learning of Writing in Public Senior High School in Buleleng District

Sutama¹,

Utama²

2022

Proceedings of the 2nd International Conference on Languages and Arts Across Cultures (ICLAAC 2022)

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This study aims (1) to find out the pattern of ICT utilization in learning of writing in public high schools in Buleleng Regency and (2) to know the effectiveness of its application. The study used a developmental research design. One class was chosen at SMAN 1 Singaraja and at SMAN 3 Singaraja as the subjects of the study. It was found that the utilization pattern of ICT in learning writing was (1) the teacher uploading the text, (2) students reading the text to see its structure and linguistic characteristics, (3) the teacher uploading the theory about the text, (4) the students downloading the material to write, (5) the students writing the draft and uploading it, (6) giving comments in pairs, (7) revising the draft and uploading it, and (8) giving comments and scores by the teacher. The teacher did all this by utilizing the Schoology application. The pattern proved effective in learning writing.

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Implications from the Use of ICT by Language Teachers – Participants of International Projects

Cited by 6 publications

References 7 publications

Students’ Attitudes towards Collaborative Learning through E-Learning During Covid-19: A Male and Female Students

Students’ Attitudes towards Collaborative Learning through E-Learning During Covid-19: A Male and Female Students

eTwinning Projelerinin Mesleki Yeterliklere Katkısına Yönelik Öğretmen Görüşlerinin İncelenmesi

Patterns for Utilizing ICT in Learning of Writing in Public Senior High School in Buleleng District

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