Teachers’ Use of Technology and Constructivism

Gilakjani, Abbas Pourhosein; Leong, Lai-Mei; Ismail, Hairul Nizam

doi:10.5815/ijmecs.2013.04.07

Cited by 81 publications

(44 citation statements)

References 29 publications

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“…Teachers' attitudes to and perceptions of technology use affect their technology use in instruction; guide the decisions teachers make and actions they take in the classroom. Those factors are important in motivating and encouraging a teacher to use technology in the classroom (Gilakjani, Leong, & Ismail, 2013). The results of those studies support the evidence that teachers' beliefs have an influence on the way they organized their classrooms, interacted with students, and how they act in the classroom (Fu, 2013;Palak & Walls, 2009).…”

Section: Mobile Learning Is a Relatively New Phenomenon With Its Theomentioning

confidence: 53%

Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools

Yousef¹

2015

Eur. j. interdiscip. stud.

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The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.

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Section: Mobile Learning Is a Relatively New Phenomenon With Its Theomentioning

confidence: 53%

Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools

Yousef¹

2015

Eur. j. interdiscip. stud.

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“…1. Teachers should implement a technology plan that considers integration strategies along with purchasing decisions (Pourhossein Gilakjani, Leong, & Hairul, 2013).…”

Section: Recommendations For the Successful Integration Of Technologymentioning

confidence: 99%

“…2. Professional development should be specifically considered in order to assure learners' learning and to change the attitudes of teachers unfamiliar with the advantages that technology provides (Pourhossein Gilakjani, Leong, & Hairul, 2013 15. Technology is one of the important tools of language learning activity; it helps learners to improve their language learning skills.…”

Section: Recommendations For the Successful Integration Of Technologymentioning

confidence: 99%

The Use of Technology in English Language Learning: A Literature Review

Ahmadi

2018

IJREE

393

286

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The use of technology has become an important part of the learning process in and out of the class. Every language class usually uses some form of technology. Technology has been used to both help and improve language learning. Technology enables teachers to adapt classroom activities, thus enhancing the language learning process. Technology continues to grow in importance as a tool to help teachers facilitate language learning for their learners. This study focuses on the role of using new technologies in learning English as a second/foreign language. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. In this paper, the researcher defined the term technology and technology integration, explained the use of technology in language classroom, reviewed previous studies on using technologies in improving language learning skills, and stated certain recommendations for the better use of these technologies, which assist learners in improving their learning skills. The literature review indicated that the effective use of new technologies improves learners' language learning skills.

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“…Recommendations 1. Teachers or lecturers need to implement a technology plan that considers integration strategies along with purchasing decisions (Pourhossein Gilakjani, Leong, & Hairul, 2013). 2.…”

Section: Resultsmentioning

confidence: 99%

Interactive Multimedia and Mobile Application for Language Learning (Mall) Viewed From Motivation

Nugroho

2019

J. Engl. Lang. & Lang. Teach.

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The study aims at providing the empirical and theoretical evidence for the effect of multimedia and motivation on speaking skills. The quassi experimental study involved 40 students under investigation, determined randomly through multistage random sampling technique. The results of the research indicate that there is an interaction effect between multimedia and motivation on the speaking skills; there is no significant difference in the speaking skills between the group of students who learn using Interactive Multimedia and those who learn using Mobile Assisted Language Learning (MALL); the students with high motivation have better speaking skills than those with low motivation; the students with high motivation who learn using Interactive Multimedia have better speaking skills than those who learn using MALL; and the students with low motivation who learn using MALL have better speaking skills than those who learn using Interactive Multimedia.

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Teachers’ Use of Technology and Constructivism

Cited by 81 publications

References 29 publications

Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools

Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools

The Use of Technology in English Language Learning: A Literature Review

Interactive Multimedia and Mobile Application for Language Learning (Mall) Viewed From Motivation

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