Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use

Jones, Sara

doi:10.17161/jomr.v3i1.6458

Cited by 22 publications

(15 citation statements)

References 14 publications

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“…Teachers' beliefs and use of technology in teaching can be affected by the stability, convenience, and interactivity of the technological devices, which then relate to the perceived usefulness and ease of use in teaching and learning (Leem & Sung, 2019). Teachers' beliefs of technology, in general, may be positive, yet they may still struggle to carry out instructional technology due to several factors, e.g., facility, policy, and guidance (Jones, 2017). Nevertheless, an empirical study from Fauzi et al (2017) identified the interrelationships among teachers' beliefs about English, teaching and learning, and video use.…”

Section: The Relationships Between Teachers' Beliefs and Their Practicesmentioning

confidence: 99%

Teachers' beliefs and classroom practices on the use of video in English language teaching

Waluyo

Apridayani

2021

SiELE

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In the last decade, there has been a growing interest in exploring why teachers decide to and not to use a technological tool in their teaching practices. Teachers’ beliefs have appeared to be one of the influential factors, yet still little is known about what causes both consistencies and inconsistencies between teachers’ beliefs and their classroom practices, especially on the use of technology. Thus, to address such a gap, this study examined teachers’ beliefs about video and their use of video in English Language Teaching (ELT) along with the key factors causing the inconsistencies between teachers’ pedagogical beliefs about video and their classroom practices. A qualitative research design with semi-structured interviews involving English teachers at a private educational institution in Indonesia was employed. The collected data were analyzed by using individual topic codes and emerging themes. The findings revealed that teachers’ beliefs about the use of video in ELT were positive but inconsistent with their use of video in practices. Four key factors underlying the inconsistencies between teachers’ pedagogical beliefs about video and their use of video in classroom teaching were identified, which involved teaching philosophy, teacher’s knowledge and skill, facility, and reading literature. Therefore, pedagogically, the findings implicate that teachers’ beliefs and classroom practices can be bridged by addressing the four underlying factors.

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Section: The Relationships Between Teachers' Beliefs and Their Practicesmentioning

confidence: 99%

Teachers' beliefs and classroom practices on the use of video in English language teaching

Waluyo

Apridayani

2021

SiELE

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“…In this case technology has a positive effect not only on social life but also on education. As technological development is becoming increasingly prevalent in educational settings, there is hope for educators to utilize digital tools to support teaching and learning in the classroom [1,[6][7][8][9]. With the advancement of technology for a teacher as an educator to innovate in creating learning media that is able to support students' understanding in learning subject matter both theoretically and in practice [10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Feasibility test application of information systems in the media as a learning in vocational school

et al. 2020

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This study aims to determine the level of eligibility of the application of staffing information systems as a learning media for automation of staffing governance in the Vocational. This research method uses quantitative research methods. Data collection techniques are done using a questionnaire and analysis of needs using quantitative data analysis. Based on the results of the feasibility test on the application of the staffing information system as a learning media for automation of the governance of staffing above it was concluded that the application of the staffing information system can be categorized as very suitable for use in the learning process in the Vocational School in the Field of Automation and Office Management. Based on the results of the assessment of material experts, validation of media experts, expert practitioners and materials that show the results of the assessment of 89.2% of material experts; 95% assessment of media experts; 90% of expert practitioners, so the application is very feasible to use in the learning process.

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“…Technology provides so many choices to make teaching and process more interesting and attention-getting. The situation when teacher and student use of computer technology in constructivist and socio constructivist ways to support the learning of core subject-area content is defined as effective technology integration [8] Consequently, multimedia-based programs in traditional EFL classrooms has been reported to be the impactful teaching medium [9] because it is able to grab students' attention and motivate them to learn, in addition to be able to present authentic situations that the students will not have the opportunity to see in the real life situation.…”

Section: Introductionmentioning

confidence: 99%

Technology Integration in Public Speaking Classroom: Is It Effective?

Darsih¹,

Suherdi

Safrina³

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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Speaking skill is regarded to be the major skill that must be had by students in learning a new language. Speaking in public is of primary importance. However, in Indonesian context, poor speaking performance especially in public tends to be the common problem found in English classrooms. Nowadays, a significant change has been brought by technology especially in education by revolutionizing it. The integration of recent technologies in traditional classroom which is face to face classroom has made a drastic change especially in the way people teach and learn. The present study employing quasi experimental design tries to investigate the effectiveness of multimedia technology integration in teaching public speaking skills of the second grade students of English Education Department in a University in Kuningan, West Java, Indonesia. Two instruments are used in this study namely test and questionnaires. After analyzing the data quantitatively by using a statistical tool, the study found that multimedia technology is effective in improving students' public speaking skill. Besides, by integrating technology in public speaking course, it motivates the students to learn because the teaching becomes attention-getting and more interesting.

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Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use

Cited by 22 publications

References 14 publications

Teachers' beliefs and classroom practices on the use of video in English language teaching

Teachers' beliefs and classroom practices on the use of video in English language teaching

Feasibility test application of information systems in the media as a learning in vocational school

Technology Integration in Public Speaking Classroom: Is It Effective?

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