Impact of ICT in changing the role of a Teacher: An Overview

Hassan, Malik Mubasher; Mirza, Tabasum

doi:10.37896/gor33.03/440

Cited by 4 publications

(5 citation statements)

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“…The success of the implementation of online language learning is largely determined by careful planning from the teachers. This is supported by the results of Hung's research [22]. He stated that when a teacher is very good at preparing lesson plans and displaying them will support the implementation of learning.…”

Section: B Discussionmentioning

confidence: 78%

“…Teachers used material from blogs, YouTube or websites to create and develop teaching materials. This happens because ICT plays a role in providing information [22] and can activate students' learning acquisition [31]. YouTube is seen as one of the vital online teaching materials in language learning because YouTube has multimodal text that can direct students to understand the lesson [32].…”

Section: B Discussionmentioning

confidence: 99%

“…Some of the platforms used were Google Form, Quizziz, and Google Classroom. Internet technology has been able to provide benefits for assessing, correcting, and providing input/feedback on student assignments [22] The use of ICT by Indonesian language teachers in genre-text learning has been carried out according to the TPACK (Technological Pedagogical and Content Knowledge) principle. TPACK can be used as a point of view (frame) to describe and analyze the implementation of integrating technology, pedagogy, and content mastery in learning [29].…”

Section: B Discussionmentioning

confidence: 99%

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ICT Utilization in Indonesian Language Learning at the Junior High School Level in Buleleng Regency, Bali, Indonesia

Sutama¹,

Yasa²,

Dewantara³

et al. 2022

IJIET

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The Covid-19 pandemic has made face-to-face learning unable to take place in class. Therefore, ICT from various platforms is the main choice that must be used, especially in Indonesian language learning for junior high schools. However, the efforts to improve the professionalism of Indonesian language teachers in utilizing ICT for online learning have not been carried out. This study aims to describe 1) the learning tools that utilize ICT, 2) the use of ICT in learning, and 3) the obstacles to the using of ICT in Indonesian language learning at the junior high school level in Buleleng Regency, Bali. This research method is descriptive qualitative. Data collection techniques were carried out using observation, interview, and documentation study techniques. The data were analyzed with the principle of TPACK used in learning. The results show that 1) learning tools that utilize ICT contain components that are integrated with internet technology, 2) ICT in Indonesian language learning at the junior high school level is used to deliver assignments, explain concepts, discuss, and evaluate learning, 3) the obstacles in utilizing ICT by Indonesian language teachers, among others, students lack enthusiasm for learning, poor internet network, and some students are not skilled yet in using applications/technology. Theoretically, this study has an implication to second language learning, especially on Indonesian language using TPACK principle, both in school and higher study level.

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Section: B Discussionmentioning

confidence: 78%

Section: B Discussionmentioning

confidence: 99%

Section: B Discussionmentioning

confidence: 99%

See 1 more Smart Citation

ICT Utilization in Indonesian Language Learning at the Junior High School Level in Buleleng Regency, Bali, Indonesia

Sutama¹,

Yasa²,

Dewantara³

et al. 2022

IJIET

View full text Add to dashboard Cite

show abstract

“…Teachers have always performed a key role in education (Ahmetović et al 2020 ). With today’s unlimited information content on the Internet and students’ readiness to access it, teachers, apart from only teaching, should also be mentoring their students in their process of self-directed learning (Hassan and Mirza 2020 ). Liaw et al ( 2007 ) reported that technology-based learning is “autonomous and rich in multimedia” (p. 1076), and that students expect their teachers to assist them when using an e-learning environment.…”

Section: Literature Reviewmentioning

confidence: 99%

The use of digital technology in foreign language learning

2021

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Digital technology has become an essential factor in the process of language learning. This quantitative study investigates the use of technology as well as teacher’s support in the process of technology-based learning of English as a foreign language (EFL) among high school students in Bosnia and Herzegovina. The data have been collected by the questionnaire modelling teachers' influence on learners' self-directed use of technology for language learning which consists of seven subscales. The results show that the participants’ experience with technology-based language learning (TBL) is rather positive and that teachers have an important role in technology-based foreign language learning, indicating insignificant gender and EFL GPA differences but significant grade level differences on the combined dependent variables of teacher’s support. Furthermore, the results revealed insignificant differences on the combined dependent variables of technology use based on the students’ gender and grade level but significant differences based on the students’ EFL GPA. The findings of this study may assist teachers in engaging students to efficiently use digital technologies in the process of foreign language learning at the high school level.

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“…The people, who have good soft skills, are more inclined towards virtual classes. Initially, the shift over online teaching-learning was not promising, but now the quest about the online platforms among the learners have shown a paradigm shift [39][40][41].…”

Section: Assessment and Evaluation Through Online Modementioning

confidence: 99%

Migration to Online Teaching-Learning in School Education during COVID-19

Hassan¹,

Mirza

2021

J. Today’s Ideas - Tomorrow’s Technol.

Self Cite

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Prolonged school closures due to COVID-19 pushed the education system at all levels of India to the limits where structural weaknesses and other loopholes can be clearly visible. The significant challenges like lack of ICT infrastructure and digital competence of teachers, played an important role in the acceptance of new modes of teaching. Creating and delivering the educational content by using digital tools still remains a daunting task for many teachers. At the same time parents are overwhelmed with the burden to teach children at home and help them with online learning and bearing extra expenses of digital devices and internet services. Students, on the other hand, are struggling continually to adapt to a new learning environment that offers some flexibility along with some challenges. This study aims to present the challenges faced in instant migration of offline to online mode of teaching-learning by the stakeholders.

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Impact of ICT in changing the role of a Teacher: An Overview

Cited by 4 publications

References 0 publications

ICT Utilization in Indonesian Language Learning at the Junior High School Level in Buleleng Regency, Bali, Indonesia

ICT Utilization in Indonesian Language Learning at the Junior High School Level in Buleleng Regency, Bali, Indonesia

The use of digital technology in foreign language learning

Migration to Online Teaching-Learning in School Education during COVID-19

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