ICT integration in English language teacher education: insights from Turkey, Portugal and Poland

Aşık, Asuman; Köse, Serhan; Ekşi, Gonca Yangın; Seferoğlu, Gölge; Pereira, Ricardo; Ekiert, Małgorzata

doi:10.1080/09588221.2019.1588744

Cited by 39 publications

(29 citation statements)

References 24 publications

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“…We propose the inclusion of the TPACK model to correctly integrate technology into university classrooms in order to meet the demands of the ICS and to adapt teacher training to the new requirements. More studies are needed to evaluate the influential factors in the optimal integration of ICTs and TACs in the teaching and learning processes [41][42][43][44][45], and the results of specific teacher training programs [46]. In this sense, a study conducted with 356 Norwegian teachers demonstrates that the digital self-efficacy of teachers seems to be related to the quality of their initial training, revealing training lacks in the acquisition of digital teaching skills [47].…”

Section: Discussionmentioning

confidence: 99%

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

2019

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This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.

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Section: Discussionmentioning

confidence: 99%

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

2019

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“…First, concerning material and finance, limited access to computers is often cited as one of the main constraints for K-12 teachers in the USA, Egypt, Iran and Malaysia (Chiero 1997;England 2007;Taghizadeh and Hasani Yourdshahi 2019;Yunus 2007). Similarly, availability of technological resources is reported as one important factor influencing secondary school teachers' technology integration in China (Li 2014) and technology use in English language teacher education in Turkey, Poland and Portugal (Aşık et al 2019). In addition, lack of administrative facilities constitutes one major barrier to technology implementation for EFL university instructors in Iran (Ashrafzadeh and Sayadian 2015).…”

Section: Challenges Of Technology Integration Into English Classroomsmentioning

confidence: 99%

“…Lastly, with regard to support, the literature highlights professional training and technical support (England 2007;Gruba and Chau Nguyen 2019;Hedayati and Marandi 2014;Taghizadeh and Hasani Yourdshahi 2019;Yunus 2007), hardware support and management (Yang and Huang 2008), instructional support (Aydin 2013), and support from school principals and institutes (Aşık et al 2019;Hedayati and Marandi 2014;Li 2014;Taghizadeh and Hasani Yourdshahi 2019). These kinds of support are deemed crucial factors in technology adoption.…”

Section: Challenges Of Technology Integration Into English Classroomsmentioning

confidence: 99%

University teachers’ technology integration in teaching English as a foreign language: evidence from a case study in mainland China

Liang

2021

SN Soc Sci

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Despite the increasing use of technology in education, university teachers' perceptions and use of technology are under-explored, particularly in the context of English language classrooms in mainland China. To fill the research gap, this article reports the findings of a case study exploring university teachers' perceptions of and practices with technology as well as the challenges of technology implementation. To provide a microscopic understanding of these issues from teachers' perspective, an online survey was first distributed to all 60 English teachers at a focal university, with 35 valid surveys returned. Subsequently, nine survey respondents participated in in-depth follow-up interviews. The findings suggest that teachers used technology predominantly for teacher-centred purposes rather than for active student engagement although they had positive perceptions of technology integration. They also held critical viewpoints on the use of technology in English teaching. In addition, teachers perceived more external barriers to technology integration (e.g. insufficient technical and pedagogical training, "the Great Firewall") than internal challenges (e.g. students' lack of interest in technology). The study contributes to the understanding of university teachers' technology uptake and carries important implications for the promotion of teaching innovation and effectiveness in higher education contexts.

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“…Theoretical and methodological principles of training future foreign language teachers using information and communication technologies have been researched by A. Aşık [2], S. Köse [2], G. Seferoğlu [2], R. Pereira [2], M. Ekiert [10], I. Kostikova [10]. I. Kostikova [10] considers information and educational environment to be one of the conditions for successful training of future foreign language teachers for professional and pedagogical activities as it gives priority to the development and implementation of information resources for educational purposes, the formation of future foreign language teachers' information culture, promotes openness of a higher education institution to international information space, assists Ukraine in gaining access to international educational space, which will contribute to enhancing the quality of education in Ukraine and its approximation to European standards [10].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Formation of Future Foreign Language Teachers’ Linguistic and Methodological Competency Using Digital Technologies

Osova¹,

Vakaliuk²,

Panchenko³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Digital technologies greatly contribute to high-quality teacher training and the effective formation of future educators' competencies. The article aims at theoretical justification and experimental testing of the effectiveness of the formation of future foreign language teachers' linguistic and methodological competency using digital technologies. The objectives were achieved by applying a set of theoretical, empirical, and statistical methods. The experiment involved 196 students of Kharkiv Humanitarian Pedagogical Academy and H. S. Skovoroda Kharkiv National Pedagogical University. It was determined that linguistic and methodological competency included motivational-value, content-activity, and reflexive components, the effective formation of which requires application of digital tools and contributes to the intensification of communication, provides development of interactive teaching aids, delivering virtual classes.

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ICT integration in English language teacher education: insights from Turkey, Portugal and Poland

Cited by 39 publications

References 24 publications

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

University teachers’ technology integration in teaching English as a foreign language: evidence from a case study in mainland China

Formation of Future Foreign Language Teachers’ Linguistic and Methodological Competency Using Digital Technologies

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