An investigation of the use of information and communication technology in secondary schools: Teachers’ voices

Authors

  • Dwi Bayu Saputra English Education, Faculty of Teacher Training and Education, University of Bengkulu, Bengkulu, Indonesia
  • Adelia Puspa English Education, Faculty of Teacher Training and Education, University of Bengkulu, Bengkulu, Indonesia
  • Lia Haryana English Education, Faculty of Teacher Training and Education, University of Bengkulu, Bengkulu, Indonesia
  • Reci Muswari SMA Negeri 10 Bengkulu, Bengkulu, Indonesia

DOI:

https://doi.org/10.22219/englie.v5i1.30357

Keywords:

ICT, EFL, Challenges, Teachers, Perspective

Abstract

Despite the fact that there has been a lot of research on online learning and the use of technology, researchers have paid very little attention to the use of information and communication technology after the COVID-19 pandemic, particularly on the perceptions of teachers who teach at the middle and high school levels. As a result, this study aims to analyze teacher perspectives on the use of technology, information, and communication, particularly in English subjects. A mixed methods technique will be applied in this investigation. To acquire a deeper understanding of middle and high school teachers' impressions of using ICT in English language learning, researchers utilize quantitative data from surveys and qualitative data from free-form writing. First, the questionnaire will be distributed to teachers using the Snowball method. After all the data from the questionnaire is received, the researcher will distribute some questions concerning the challenges, suggestions, and teachers' opinions on using ICT in English classes to obtain more in-depth information. The findings of this study show that teachers have a positive attitude toward using ICT, particularly in the teaching and learning process. One of the most important considerations is that incorporating technology into the teaching and learning process may improve the classroom atmosphere and engage students in the teaching and learning process. Future studies can explore teachers' perceptions using qualitative methods so that the data obtained will be deeper and can enrich the knowledge related to ICT use after the COVID-19 pandemic.

Downloads

Download data is not yet available.

References

Abduh, M. Y. M. (2021). Full-time online assessment during COVID -19 lockdown: EFL teachers’ perceptions. Asian EFL Journal, 28(11).

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180

Akbulut, Y., Odabaşi, H. F., & Kuzu, A. (2011). Perceptions of preservice teachers regarding the integration of information and communication technologies in Turkish education faculties. Turkish Online Journal of Educational Technology, 10(3).

Alhuwaydi, A. A. (2021). Teachers’ perceptions of challenges in online teaching: A survey across universities in KSA. TESOL International Journal, 16(3.1).

Alkamel, M., & Chouthaiwale, S. S. (2018). The use of ICT tools in English language teaching and learning: A literature review. Veda’s Journal of English Language and Literature-JOELL, 5(2).

Aniq, L. N., & Drajati, N. A. (2019). Investigating EFL teachers’ perceptions on their TPACK development: How EFL teachers view seven domains on TPACK framework. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, 13(2), 95-101.

Apriani, E. (2017). Utilizing preservice English teachers strategies and classroom management at junior high school in Rejang Lebong regency. ENGLISH FRANCA : Academic Journal of English Language and Education, 1(2). https://doi.org/10.29240/ef.v1i2.291

Ashraf, M. A., Tsegay, S. M., & Meijia, Y. (2021). Blended learning for diverse classrooms: Qualitative experimental study with in-service teachers. SAGE Open, 11(3). https://doi.org/10.1177/21582440211030623

Ashton, P. T. (2014). Historical overview and theoretical perspectives of research on teachers’ beliefs. International Handbook of Research on Teachers’ Beliefs. https://doi.org/10.4324/9780203108437-9

Balol, N. (2023). How the use of ICT encourages the students collaborative learning. International Journal of Linguistics, Literature and Translation, 6(2), 42-49.

Bailey, D., Almusharraf, N., & Hatcher, R. (2021). Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 26(3). 2563–2583. https://doi.org/10.1007/s10639-020-10369-z

Bhattarai, L. N. (2021). Students’ Perception on ICT Integrated Mathematics Classes. Interdisciplinary Research in Education, 5(1–2). https://doi.org/10.3126/ire.v5i1-2.34732

Bhaumik, R., & Priyadarshini, A. (2020). E-readiness of senior secondary school learners to online learning transition amid COVID-19 lockdown. Asian Journal of Distance Education, 15(1). https://doi.org/10.5281/ZENODO.3891822

Burden, K., & Shea, J. (2013). ICT and assessment. In M. Leask & N. Pachler (Eds.), Learning to teach using ICT in the secondary school: A companion to school experience (pp. 161–173). New York, NY: Routledge.

Çakıcı, D. (2016). The use of ICT in teaching English as a foreign language. TESOL Quarterly, Special Issue (4).

Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: A literature review. Proceedings of the European Conference on Games-Based Learning, 150-57

Chakma, U., Li, B., & Kabuhung, G. (2021). Creating online metacognitive spaces: Graduate research writing during the covid-19 pandemic. Issues in Educational Research, 31(1). https://www.iier.org.au/iier31/chakma.pdf

Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study: What I am looking for core characteristics: Do you have a quantitative database? (closed‐ ended). University of Nebraska - Lincoln. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1047&context=dberspeakers

Garrison, D. R., & Vaughan, N. D. (2012). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Blended Learning in Higher Education: Framework, Principles, and Guidelines. https://doi.org/10.1002/9781118269558

Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and learning with ICT tools: Issues and challenges from teachers' perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57

Hashemi, A. (2021). Online teaching experiences in higher education institutions of Afghanistan during the COVID-19 outbreak: Challenges and opportunities. Cogent Arts and Humanities, 8(1). https://doi.org/10.1080/23311983.2021.1947008

Hashemi, A., Si Na, K., Noori, A. Q., & Orfan, S. N. (2022). Gender differences on the acceptance and barriers of ICT use in English language learning: Students’ perspectives. Cogent Arts and Humanities, 9(1). https://doi.org/10.1080/23311983.2022.2085381

Hossain, M. M. (2021). English language teaching through virtual classroom during COVID-19 lockdown in Bangladesh: challenges and propositions. Journal of English Education and Teaching, 5(1), 41-60.

Kew, S. N., & Tasir, Z. (2022). Learning analytics in online learning environment: A systematic review on the focuses and the types of student-related analytics data. Technology, Knowledge and Learning, 27(2). https://doi.org/10.1007/s10758-021-09541-2

Khafaga, A. F., & Shaalan, I. E. N. A. W. (2021). Mobile learning perception in the context of COVID-19: An empirical study of Saudi EFL majors. Asian EFL Journal, 28(13).

Khan, Shakeel Ahmad; Bhatti, Rubina; and Ahmad Khan, Aqeel. (2011) Use of ICT by Students: A Survey of Faculty of Education at IUB. Library Philosophy and Practice. https://digitalcommons.unl.edu/libphilprac/677

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4). https://doi.org/10.1080/02619768.2020.1809650

Kuzembayeva, G., Taganova, A. M., Spulber, D., & Maydangalieva, Z. (2022). Teachers’ perspectives on using information and communication technology in the secondary school practice: A case study. Journal of Social Studies Education Research, 13(3).

Li, B. (2022). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during COVID-19 in Mainland China. Journal of Educational Computing Research, 60(1). 196-219. https://doi.org/10.1177/07356331211028934

Lukas, M. (2014). Supporting friendly atmosphere in a classroom by technology implementation. Challenges in Building Child Friendly Communities: Proceedings of International Conference. Zadaar, Croatia.

Mansour, N. (2008). The experiences and personal religious beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). International Journal of Science Education, 30(12). 1605-1634. https://doi.org/10.1080/09500690701463303

Naylor, D., & Nyanjom, J. (2021). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research and Development, 40(6). 1236-1250. https://doi.org/10.1080/07294360.2020.1811645

Nguyen, L. T. H. (2021). Teachers’ perception of ICT integration in English language teaching at Vietnamese tertiary level. European Journal of Contemporary Education, 10(3). 697-710. https://doi.org/10.13187/ejced.2021.3.697

Octaberlina, L. R., & Muslimin, A. I. (2020). EFL students perspective towards online learning barriers and alternatives using moodle/google classroom during Covid-19 Pandemic. International Journal of Higher Education, 9(6). 1-9. https://doi.org/10.5430/ijhe.v9n6p1

Öztürk, M. (2021). Asynchronous online learning experiences of students in pandemic process: Facilities, challenges, suggestions. Turkish Online Journal of Qualitative Inquiry. 17 (2). 173-200 https://doi.org/10.17569/tojqi.767378

Prensky, M. (2005). Listen to the natives. Educational leadership. Educational leadership: journal of the Department of Supervision and Curriculum Development, 63(4):8-13.

Rigo, F., & Mikus, J. (2021). Asynchronous and synchronous distance learning of English as a Foreign Language. Media Literacy and Academic Research, 4(1). 89-106.

Saputra, D. B., Ayudhia, H. Y., & Muswari, R. (2022). Teachers’ perceptions of challenges in online learning: Voices from secondary EFL teachers. JOALL (Journal of Applied Linguistics and Literature), 7(1). 104-118. https://doi.org/10.33369/joall.v7i1.18855

Schleicher, A. (2020) The impact of Covid-19 on education: Insights from education at a glance 2020. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf

Schoepp, K. (2005). Barriers to technology integration in a technology-rich environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1). 56-79 https://doi.org/10.18538/lthe.v2.n1.02

Shukri, A., Nordin, L., Salleh, F. I. M., Raidzwan, S. N. M., & Ahmad, R. (2020). UniKL students’ perception on synchronous learning using ICT as learning tools to learn english. Journal of Critical Reviews, 7(8). 793-796. https://doi.org/10.31838/jcr.07.08.170

Siddiquah, A., & Salim, Z. (2017). The ICT facilities, skills, usage, and the problems faced by the students of higher education. Eurasia Journal of Mathematics, Science and Technology Education, 13(8). 4987-4994. https://doi.org/10.12973/eurasia.2017.00977a

Tomczyk, Ł., Potyrała, K., Demeshkant, N., & Czerwiec, K. (2021, June). University teachers and crisis e-learning: results of a Polish pilot study on: attitudes towards e-learning, experiences with e-learning and anticipation of using e-learning solutions after the pandemic. In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI) (pp. 1-6). IEEE.

Tsegay, S. M. (2015). Students’ experience in student-centered learning at higher education institutions in China: A case study. International Journal for Educational Studies, 7(2). 135-146.

UNESCO. (2020). Half of world’s student population not attending school: Launches global coalition to accelerate deployment of remote learning solutions. https://en.unesco.org/ news/half-worlds-student-population-not-attending-school-unesco-launches-globalcoalition-accelerate

Vooget, J., Knezek, G., Cox, M., Knezek, D., & Ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 29(1). 1-11. https://doi.org/10.1111/j.1365-2729.2011.00453.x

Yandell, J. (2020). Learning under Lockdown: English teaching in the time of Covid-19. Changing English, 27(3), 262-269.

Downloads

Published

2024-02-07

How to Cite

Saputra, D. B., Puspa, A., Haryana, L., & Muswari, R. (2024). An investigation of the use of information and communication technology in secondary schools: Teachers’ voices. English Learning Innovation, 5(1), 74–85. https://doi.org/10.22219/englie.v5i1.30357

Issue

Section

Articles