The promises of educational technology: A reassessment

Ely, Donald P.; Plomp, Tjeerd

doi:10.1007/bf02426060

Cited by 19 publications

(6 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These changes were moving teachers from the dispenser of knowledge to the facilitator of that knowledge, providing more opportunity for individualized instruction and spending less time lecturing to the whole class. The above finding is also similar to the study of Ely and Plomp (1986). They said that teachers will be less of an information-giver and more of a learning facilitator.…”

Section: Research Question: How Have the Iranian Efl University Teachsupporting

confidence: 84%

Change of Iranian EFL Teachers’ Traditional Pedagogical Methods through Using Pronunciation Power Software in the Instruction of English Pronunciation

Gilakjani¹,

Sabouri²

2014

ELT

View full text Add to dashboard Cite

The use of computer technology in learning and teaching has been studied by many studies but less research has been conducted for understanding users' feeling toward it and how this technology helps teachers develop their teaching methods. One of the computer technologies for the instruction of English pronunciation is Pronunciation Power software. This study examined the change of Iranian EFL teachers' traditional pedagogical methods in the use of Pronunciation Power software in teaching pronunciation. Qualitative method was used by the researchers. It involved semi-structured interview questions with a volunteer sample of four teachers from an open university in Iran. The researchers answered the research question related to the change of Iranian EFL teachers' traditional pedagogical methods toward using this software in teaching pronunciation. According to the findings obtained from the study, use of Pronunciation Power software by Iranian EFL teachers changed their traditional pedagogical methods. This change of teaching methods gave them more opportunities in the instruction of pronunciation.

show abstract

Section: Research Question: How Have the Iranian Efl University Teachsupporting

confidence: 84%

Change of Iranian EFL Teachers’ Traditional Pedagogical Methods through Using Pronunciation Power Software in the Instruction of English Pronunciation

Gilakjani¹,

Sabouri²

2014

ELT

View full text Add to dashboard Cite

show abstract

“…Interest in the instructional design process remained strong in business and industry (Bowsher, 1989;Galagan, 1989) the military (Chevalier, 1990;Finch, 1987;McCombs, 1986;) and in the international arena (Ely & Plomp, 1986: Morgan, 1989). …”

Section: The 1980s: Growth and Redirectionmentioning

confidence: 97%

A history of instructional design and technology: Part II: A history of instructional design

Reiser

2001

ETR&D

293

140

View full text Add to dashboard Cite

This is the second of a two-part article that discusses the history of the field of instructional design and technology in theIn Part I of this article, I presented the following definition of the field of instructional design and technology:The field of instructional design and technology encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and noninstructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ a variety of instructional media to accomplish their goals. Moreover, in recent years, they have paid increasing attention to noninstructional solutions to some performance problems. Research and theory related to each of the aforementioned areas is also an important part of the field. (Reiser, in press) As was pointed out in Part I, the major features of this definition include (a) its listing of six categories of activities or practices (analysis, design, development, implementation, evaluation, and management) often associated with the field; (b) its identification of research and theory, as well as practice, as important aspects of the profession; and (c) its recognition of the influence the performance technology movement has had on professional practices. Moreover, the definition highlights two practices that have, over the years, formed the core of the field. These two practices are (a) the use of media for instructional purposes and (b) the use of systematic instructional design procedures (often simply called instructional design). As was mentioned in Part I, although many have argued about the value of employing these practices, they remain as the key defining elements of the field of

show abstract

“…According to Baylor and Ritchie (2002) and Wenglinsky (2001), the teachers should not be the transmitter of information to inactive learners but they should become a guide and a facilitator and provide learners with the tools that they need to research, explore and make meaning. Students can get more power in learning through this change of role and they can have more opportunities to engage in high quality of learning experiences that produce higher order thinking skills like synthesizing, interpreting and hypothesizing (Brett, 1996;Davies & Crowther, 1995;Dawson, Cavanaugh, & Ritzhaupt, 2008;Eastment, 1998;Ely & Plomp, 1986;Hopson et al, 2002;Laurillard, 1995;Ryba & Anderson, 1990). The researchers examined whether Iranian EFL university teachers' roles are changed if Pronunciation Power software is used.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Role of Iranian EFL Teachers about Using Pronunciation Power Software in the Instruction of English Pronunciation

Gilakjani¹,

Sabouri²

2013

ELT

View full text Add to dashboard Cite

Many studies are related to the use of computer technology in learning and teaching but less work has been done to understand how computer technology users feel about them and how this technology helps in developing teachers' teaching methods. Pronunciation Power software is one of the computer technologies for teaching English pronunciation. This study examined the role of Iranian teachers in utilizing Pronunciation Power software in pronunciation instruction. The researchers used qualitative method consisted of semi-structured interview questions with a volunteer sample of four teachers from an open university in Lahijan, Iran. The researchers answered the research question pertinent to the role of Iranian teachers about utilizing this software in the instruction of pronunciation. Based on the obtained findings, pronunciation power software changed the Iranian teachers' roles from a dispenser of information to a facilitator of information. This change of role gave them more autonomy and greater opportunities in teaching pronunciation.

show abstract

The promises of educational technology: A reassessment

Cited by 19 publications

References 6 publications

Change of Iranian EFL Teachers’ Traditional Pedagogical Methods through Using Pronunciation Power Software in the Instruction of English Pronunciation

Change of Iranian EFL Teachers’ Traditional Pedagogical Methods through Using Pronunciation Power Software in the Instruction of English Pronunciation

A history of instructional design and technology: Part II: A history of instructional design

Role of Iranian EFL Teachers about Using Pronunciation Power Software in the Instruction of English Pronunciation

Contact Info

Product

Resources

About