Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study

Conlon, Tom; Simpson, Mary

doi:10.1111/1467-8535.00316

Cited by 62 publications

(45 citation statements)

References 5 publications

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“…In foreign language settings that the exposure to the target language is very difficult, CMC can provide the learners with more opportunities to engage in authentic and genuine communication that is characterized by "the uneven distribution of information, the negotiation of meaning through clarification requests and confirmation checks, topic nomination and negotiation by more than one speaker, and the right of interlocutors to decide whether to contribute to an interaction or not" (Nunan, 1987: 137). However, recent studies point to the teacher as the main factor in utilizing technology in classroom amongst the organizational and environmental barriers and factors (Schofield, 1995 Conlon & Simpson, 2003). Teachers" beliefs and perceptions define their actual practices while teaching target language and employing instructional methods (Staub & Stern, 2002).…”

Section: A Statement Of the Problemmentioning

confidence: 99%

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L2 Teachers' Reasons and Perceptions for Using or Not Using Computer Mediated Communication Tools in Their Classroom

Sadeghi¹,

Rahmany²,

Doosti³

2014

JLTR

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Abstract-This study is an effort to explore Iranian EFL teachers' perceptions about integrating Computer Mediated Communication (CMC) tools in teaching and learning English and reasons they choose or avoid utilizing such tools in the classroom. 100 male and female English teachers with BA, MA, or PhD degree participated in this survey. A questionnaire was used for the purpose of the study. The findings reveal that the majority of teachers were positive towards computer mediated teaching. They asserted that CMC tools are time, energy, and money saving; interesting for the students; reduces cultural barriers by facilitating exposure to the authentic materials; enables teachers to encourage students beyond the limit of time and space; and enables learners to learn at their own pace. The results of the correlational analysis shows that the better teachers were at working with computers the more they showed positive attitudes towards applying technology in their teaching practice.

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Section: A Statement Of the Problemmentioning

confidence: 99%

“…13 Students are more active in computer-aided language lessons. 14 Using a computer makes language lessons more interesting to the students.…”

Section: Appendixesmentioning

confidence: 99%

L2 Teachers' Reasons and Perceptions for Using or Not Using Computer Mediated Communication Tools in Their Classroom

Sadeghi¹,

Rahmany²,

Doosti³

2014

JLTR

View full text Add to dashboard Cite

show abstract

“…Though many teachers do not ignore possible benefits of using digital resources to help students' academic achievement, several studies indicate teachers may be reluctant to use or integrate technology to support their classes (Conlon & Simpson, 2003;Cuban, 2001;Watson, 2001). Among several reasons, not knowing how to effectively use technology can be cited as a major cause.…”

Section: Introductionmentioning

confidence: 99%

Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

Ersanlı¹

2016

IES

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Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The participants are 59 pre-service English language teachers enrolled in an ELT Methodology Course at a state university. The data is gathered through the TPACK Scale developed by Solak and Çakır (2014) and journal entries of pre-service English language teachers before and after the procedure. The results indicate a statistically significant improvement in TPACK scores of both male and female pre-service English language teachers. The journal entries clearly indicate an increase in several possible applications or websites that can be used in the classroom with more effective and to the point objectives. The pre-service English language teachers have also displayed better performance in manufacturing and tailoring language learning/teaching materials with specific goals.

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“…Using Snapshot Survey data from 3,665 teachers in California, Florida, Nebraska, and New York, Norris et al (2003) found that technology use was almost exclusively a function of access, to the exclusion of the individual differences of teachers. Conlon and Simpson (2003) have also found that individual differences among teachers, with respect to computers, appears to be fading as more computers are found, and frequently used, in teachers' homes in Scotland.…”

Section: Literature Reviewmentioning

confidence: 96%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study

Cited by 62 publications

References 5 publications

L2 Teachers' Reasons and Perceptions for Using or Not Using Computer Mediated Communication Tools in Their Classroom

L2 Teachers' Reasons and Perceptions for Using or Not Using Computer Mediated Communication Tools in Their Classroom

Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

Tool use in open learning environments: In search of learner-related determinants

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