Teacher identity in technology-assisted language learning: Challenges and affordances

Bahari, Akbar

doi:10.1177/20427530221092855

Cited by 10 publications

(7 citation statements)

References 76 publications

(91 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This mechanical support deficit poses a critical challenge as it undermines the seamless functioning of e-learning initiatives. Instructors, integral to the execution of such programs, frequently find themselves inadequately informed about the specific support mechanisms requisite for the optimal implementation of particular e-learning platforms (Alam et al, 2023;Bahari, 2022). The paucity of awareness among instructors regarding the intricacies of requisite support further exacerbates the operational hurdles faced in the educational technology landscape.…”

Section: Some Barries Faced By Teachers Related To Technological Inst...mentioning

confidence: 99%

English Teachers’ Tecnological Knowledge and Some Barriers on It: The Basis for Developing TPACK Teaching Model

Muliani,

Sukarni,

Jumadil

2024

JOLLT

View full text Add to dashboard Cite

Along with the dynamic development of technology and the need for technology integration in today's learning, technology has become an important element in educational organizations. programs and applications that have been mastered by teachers, namely PowerPoint, Google Translate, Google Doc, the internet, and all forms of technological offerings can undoubtedly support the blended learning pattern which then becomes a learning necessity. Teachers' content and and pedagogical knowledge must be supported by their technological knowledge. The aim of this research is to conduct qualitative research by means of doing semi-structured interview and checking teachers' daily journals about technologies applied in their teaching and learning processes and also the problems of applying those technologies. It was found that there are some technologies commonly used as the instruments of teaching by those 10 teachers in their teaching and learning processes after the pandemic such as: Google Meet, Google Classroom, and WA Group. Next to that, it was also found that there are some common barriers experienced by the teachers in the application of those technologies, such as: hardware and software problems, connectivity, financial problem, protection of personal information, technical support, lack of face-to-face interaction, psychological problems, and language barrier. The result if this research is expected that it can be used as the basis to develop appropriate technologies for teaching English for students to support their CK and PK regarding the implementation of TPACK at school.

show abstract

Section: Some Barries Faced By Teachers Related To Technological Inst...mentioning

confidence: 99%

English Teachers’ Tecnological Knowledge and Some Barriers on It: The Basis for Developing TPACK Teaching Model

Muliani,

Sukarni,

Jumadil

2024

JOLLT

View full text Add to dashboard Cite

show abstract

“…Keberadaan e-learning dengan segala jenisnya adalah penting untuk dikembangkan pada setiap lembaga, tanpa terkecuali untuk pembelajaran bahasa (Bahari, 2022), karena melalui e-learning pendidik dan peserta didik dapat melangsungkan pembelajaran melalui jarak jauh, dan peserta didik akan sangat terbantu dengan ketersediaan e-learning (Sevnarayan, 2022). Untuk pembelajaran bahasa Arab, sebagaimana analisis Ritonga dan kawan-kawan, dosen akan sangat terbantu untuk memeriksa kesalahan yang terjadi pada mahasiswa (Ritonga, Zulmuqim, et al, 2022).…”

Section: Metodeunclassified

Sosialisasi Platform Berbasis Teknologi dalam Meningkatkan Pemahaman Dosen dan Mahasiswa terhadap Pembelajaran Bahasa Arab di Era Society 5.0

Ritonga¹,

Amri

Linur

et al. 2022

jpkmi

View full text Add to dashboard Cite

The era of society 5.0 is a time when humans must be able to maximize technology in their every activity. Meanwhile, lecturers and students at STAIN Mandailing Natal are faced with a lack of understanding of the devices and platforms that can be used in learning Arabic. Therefore, this activity is intended to strengthen the understanding of lecturers and students on various platforms that can be used in learning Arabic in the era of society 5.0. The activity is carried out in the form of seminars, the implementation technique is carried out by presenting the material which is then continued with question and answer. Data is obtained through direct interaction with assisted participants. The interaction in question is the communication carried out by the resource person before and after the presentation of the material. In accordance with the results of the activity, it is known that assisted participants have an increased understanding of several platforms that can be used in learning Arabic. This conclusion is based on the presence of a positive response to the questions asked after the presentation of the material, besides that the enthusiasm of the participants to explore and study various platforms other than those that are socialized also grows after the implementation of the activity.

show abstract

“…Virtual learning environments may serve as an important space in which PSTs may reflect upon their knowledge, beliefs, and values with regard to language teaching and learning (Gamboa González & Herrera Mateus, 2021). Some scholars have investigated reflective practices related to language teacher identity with regard to technology-assisted language learning (Bahari, 2022) and in-service teaching transitions from real-life to online learning contexts (Nazari & Seyri, 2021). However, more research is needed that specifically focuses on language teacher identity development in PSTs in online learning environments as opposed to face-to-face contexts.…”

Section: Identity Construction In Pre-and In-service Teachers Of Cult...mentioning

confidence: 99%

Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework

McConnell,

Tian,

Yazan

2022

TESL Canada

View full text Add to dashboard Cite

In this exploratory qualitative study, we applied Clarke’s (2009) framework of ethical self-formation (substance, authority sources, self-practices, telos) to data collected from one pre-service teacher’s completed assignments in an online course at a Hispanic-serving university in the Southwestern U.S. This course was dedicated to helping pre-service secondary content-area teachers develop the knowledge, skills, and experience necessary to provide effective instruction for emergent bilinguals (EBs). Findings revealed examples of how the four axes of the participant’s identity manifested in her coursework and how they dynamically interacted. By engaging in reflective practices, she developed an increased awareness of her own sociocultural-linguistic identity and gained a better understanding of EB education and advocacy. Implications are discussed for how teacher preparation programs can prepare teachers to enter the field with a stronger sense of who they are and who they want to be as future teachers and advocates for more culturally and linguistically responsive educational practices.

show abstract

Teacher identity in technology-assisted language learning: Challenges and affordances

Cited by 10 publications

References 76 publications

English Teachers’ Tecnological Knowledge and Some Barriers on It: The Basis for Developing TPACK Teaching Model

English Teachers’ Tecnological Knowledge and Some Barriers on It: The Basis for Developing TPACK Teaching Model

Sosialisasi Platform Berbasis Teknologi dalam Meningkatkan Pemahaman Dosen dan Mahasiswa terhadap Pembelajaran Bahasa Arab di Era Society 5.0

Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework

Contact Info

Product

Resources

About