Challenges and Solutions when Using Technologies in the Classroom

Johnson, Amy M.; Jacovina, Matthew E.; Russell, Devin G.; Soto, César

doi:10.4324/9781315647500-2

Cited by 222 publications

(186 citation statements)

References 14 publications

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“…Challenges making use of mobile applications like Duolingo difficult to incorporate into classroom settings include; social pressure to remain trendy and obtain newer gadgets, expenses involved in installing the technology systems in school, difficulty in controlling students using their own phones, classroom interruptions and loss of control by teachers and also technological shortcomings such as small RAM sizes to handle large applications files (Johnson et al, 2016). These challenges can be overcome by using research such as this to inform on development of better applications and features compatible with desirable teaching models.…”

Section: Discussionmentioning

confidence: 99%

“…The ease with which the applications can be used ensures that they cannot discourage use by learners. However, some instances make it difficult for a learner to acquire information about languages they are interested to learn or the nature of the application make it difficult to accommodate the learning process (Johnson et al, 2016). One challenge is possession of the phones which may be a problem in poor developing countries since not all people, especially young people, have access to mobile phones.…”

Section: Challenges Of Mobile Applications As Learning Toolsmentioning

confidence: 99%

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Vocabulary Learning through Duolingo Mobile Application: Teacher Acceptance, Preferred Application Features and Problems

Ali¹,

Deris²

2019

IJRTE

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Vocabulary learning is vital towards acquiring new languages and therefore insufficient vocabulary knowledge can be considered a significant barrier to such learning. Availability of tools to enhance or simplify the learning process is an added advantage to encourage learners to learn new languages. This research was conducted to investigate teacher acceptance of mobile applications in Saudi Arabian universities for vocabulary learning, identify suitable features for vocabulary learning applications and to identify problems that may arise through use of mobile applications in classroom settings with the aim of solving them. Duolingo mobile application was employed as a study tool to investigate effectiveness of the applications and their technological features. Twenty English language teachers participated in the study by answering questionnaires and three of them were also interviewed and resulting data analyzed quantitatively and qualitatively. The main findings from the research are that teachers showed positive attitudes towards teaching and learning using vocabulary learning applications and that several challenges faced by users inform on unsuitability of the applications and reluctance to use by teachers. Therefore, appropriate measures should be taken to address the problems associated with use of mobile applications in vocabulary learning and teaching so as to explore the vast potentials they have towards learning.

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Section: Discussionmentioning

confidence: 99%

Section: Challenges Of Mobile Applications As Learning Toolsmentioning

confidence: 99%

Vocabulary Learning through Duolingo Mobile Application: Teacher Acceptance, Preferred Application Features and Problems

Ali¹,

Deris²

2019

IJRTE

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“…Some teachers still however face serious barriers and difficulties when it comes to applying and implementing technology in their classroom. Johnson, Jacovina et al (2016) claim that there are at least two factors that hamper teachers to incorporate technologies in the classroom, that is external and internal factors. The external factors are access, resources, training, and support, while the internal factors are teachers' attitudes and beliefs, resistance toward technology in the classroom, and their lack of knowledge and skills in language teaching and learning.…”

Section: Review Of Literaturementioning

confidence: 99%

Technology-Based Teaching Material Development Training for Pre-Service Teachers to Improve Students’ Learning Outcomes

Fakhruddin

Amzah

Nurchalis

2019

nobel

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This research aimed to examine the effectiveness of technology-based English teaching material development training to improve students’ learning outcomes. This research used quasi-experimental design. The instrument of this research was a multiple-choice test. In collecting data, the writers applied pre-test, treatment, and post-test to students. There were four pre-service teachers who involved in the treatment of this research. Two of them taught in experimental classes and the other two taught in control classes. Pre-service teachers who taught in experimental classes had been trained for ten meetings, while those who taught in control classes had not been trained. This research used SPSS 17 to analyze the data. The result of this research found that there was significant difference of students’ learning outcomes between experimental and control classes after having the treatment. Students’ learning outcomes in experimental classes was higher than in control classes. The effect size of significant level after calculated by Eta squared was 0,042. Event though it had small effect, the technology-based English teaching material training given to the pre-service teachers was quite effective to improve students’ learning outcome in MTs Negeri Parepare.

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“…Careful design of online activities to engage students in a flipped setting allows teachers to plan the f2f sessions more effectively to engage students at higher-order learning activities (Beer, Clark, & Jones, 2010). However, most teachers face both intrinsic and extrinsic barriersaccess to relevant technology tools and support, attitude and belief towards technology, ability to design lessons that promote learner engagement and critical thinking that limit the adaptation of new technological tools for an effective blended learning experience (Johnson, Jacovina, Russell, & Soto, 2016). While the extrinsic problems can be tackled through policy and institutional support, the intrinsic problems require multi-pronged strategy.…”

Section: Introductionmentioning

confidence: 99%

Flip & Pair – a strategy to augment a blended course with active-learning components: effects on engagement and learning

Kannan

Kuromiya

Gouripeddi

et al. 2020

Smart Learn. Environ.

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Blended learning technique has adapted many new digitized tools to facilitate students with flexible and self-phased learning opportunities. The flipped classroom strategy, one of the blended learning models has been limited by low engagement of students in the online component. In the present study, we augment a Flip and Pair (F&P), an active-learning strategy into the blended learning course. Following the AB type single group quasi-experimental design, we evaluated the effects of F&P strategy on the student’s engagement and learning while orchestrating it for an undergraduate engineering physics course. Our results highlighted that there is a positive correlation between the engagement (computed based on learning logs of TEEL (Technology-enhanced and Evidence-based Education and Learning) platform in the F&P activities with that of the performance score (knowledge quizzes and final exam). F&P strategy had a better contribution compared to Flip and Traditional Teaching (F&TT) strategy with respect to both engagement and performance. Also, students exhibited a positive perception of learning and engagement. Based on our findings, we identified the key instructional measures that an instructor can follow to increase student engagement while using the F&P strategy.

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Challenges and Solutions when Using Technologies in the Classroom

Cited by 222 publications

References 14 publications

Vocabulary Learning through Duolingo Mobile Application: Teacher Acceptance, Preferred Application Features and Problems

Vocabulary Learning through Duolingo Mobile Application: Teacher Acceptance, Preferred Application Features and Problems

Technology-Based Teaching Material Development Training for Pre-Service Teachers to Improve Students’ Learning Outcomes

Flip & Pair – a strategy to augment a blended course with active-learning components: effects on engagement and learning

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