Effects of Training in ICT-Assisted English Language Teaching on Secondary School English Language Teachers’ Knowledge, Skills, and Practice of Using ICT Tools for Teaching English

Abraham, Mihireteab; Arficho, Zeleke; Habtemariam, Tesfaye

doi:10.1155/2022/6233407

Cited by 8 publications

(4 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also (Acharya et al,2020) suggested that the project-based ICT is required for better performance of students. In the same line, another research pointed out that the use of ICT in teaching increases students' achievement as the teachers deliver lesson in more effective way (Abraham et al, 2022).…”

Section: Survey Report 2022mentioning

confidence: 98%

Teachers’ Knowledge and Practice of Using ICT Tools in High School Science Teaching and Learning

Yadav

2023

Educ. Quar.

View full text Add to dashboard Cite

Information and communication technology (ICT) tools are the integral part of innovative science teaching. Effective uses of ICT tools play a vital role in teaching and learning in this era. This research was done to analyze the level of expertise and practice of using ICT tools among teachers in classroom teaching. The study is based on quantitative descriptive design. Four municipalities and 16 schools were selected randomly. Fifty science teachers were selected on the basis of census sampling from Siraha district. The collected data were evaluated by utilizing statistical tools which indicates that most science teachers have inadequate access to ICT tools and have moderate knowledge and practice of handling them. All teachers used mobile phone and internet for personal purpose but ICT tools practices were poor in an integrated science classroom. The traditional lecture-based pattern of teaching, lack of ICT-specific knowledge and practice, content-based knowledge of teachers, aged teachers, inadequate ICT infrastructure and lack of ICT-friendly environment are the major barriers to the transfer of ICT teaching-learning process. The study suggested that there is the need for conducting of ICT based educational training, and preparing the teaching guidelines for regular use of ICT tools.

show abstract

Section: Survey Report 2022mentioning

confidence: 98%

Teachers’ Knowledge and Practice of Using ICT Tools in High School Science Teaching and Learning

Yadav

2023

Educ. Quar.

View full text Add to dashboard Cite

show abstract

“…Researchers have defended that teaching and learning in an electronic environment invite many opportunities for better quality learning of a first and second language. Indeed, numerous studies delve into computer-aided language learning (CALL), especially in the development of second language skills: grammar, vocabulary, reading, writing, listening, and speaking (e.g., [22][23][24]).…”

Section: Incorporation Of Ict Tools Into Language Instructionmentioning

confidence: 99%

A Holistic Model for Disciplinary Professional Development—Overcoming the Disciplinary Barriers to Implementing ICT in Teaching

Amir

2023

Education Sciences

View full text Add to dashboard Cite

What helps teachers overcome technological barriers to Information and Communications Technology (ICT) implementation in their subject domains? Can a disciplinary professional development model help reduce these disciplinary barriers? To answer these questions, this mixed-methods case study examines the change in digital ICT implementation and its barriers among secondary school first language teachers after the utilization of a holistic model for disciplinary professional development (language, science, etc.). Ninety-two first language teachers participated in a professional development program that included a unique instructor profile, theoretical and practical training, technical support, and ongoing individual and school-wide didactic and pedagogical support. The teachers’ experiences and changes in their personal general experience during their professional development were then assessed via interviews and open-ended questionnaires. The findings indicate that the unique professional development model largely removed the teachers’ disciplinary barriers. Specifically, during their professional development, the teachers changed their perceptions of the purposes of ICT in first language teaching in general and teaching writing in particular, indicating that they realized that ICT promotes their discipline and is not merely a tool for lesson diversification or intrigue. Furthermore, they recognized that ICT is not an option but an integral part of teaching in the 21st century.

show abstract

“…Teachers of English language teaching must consider ICT tools as part of the act of teaching and learning in terms of school subjects in general. The teaching-learning process is well known to be driven by teachers [2]. Foreign language courses provide language learning inputs for students primarily through their English language teachers.…”

Section: Introductionmentioning

confidence: 99%

Integration of information and communication technology in teaching English among in-service teachers

Ran,

Razak,

Siti Hajar Halili

2024

IJERE

View full text Add to dashboard Cite

The widespread application of information and communications technology (ICT) in the field of education has drawn criticism. This investigation was to discover factors influencing English language teaching (ELT) in-service teachers’ integration of ICT. The sample consists of 1216 in-service teachers who teach English language in China. Four factors are found to influence ELT in-service teachers’ integration of ICT: attitudes, self-efficacy, digital competence, and digital tools use. The findings of the research utilizing the partial least squares structural equation modeling (PLS-SEM) approach demonstrated that all four criteria have a substantial impact on how ICT is integrated by ELT in-service teachers. By considering all the variables that affect ELT in-service instructors, this research offered helpful insights for an effective designs of English language teaching with ICT.

show abstract

Effects of Training in ICT-Assisted English Language Teaching on Secondary School English Language Teachers’ Knowledge, Skills, and Practice of Using ICT Tools for Teaching English

Cited by 8 publications

References 25 publications

Teachers’ Knowledge and Practice of Using ICT Tools in High School Science Teaching and Learning

Teachers’ Knowledge and Practice of Using ICT Tools in High School Science Teaching and Learning

A Holistic Model for Disciplinary Professional Development—Overcoming the Disciplinary Barriers to Implementing ICT in Teaching

Integration of information and communication technology in teaching English among in-service teachers

Contact Info

Product

Resources

About