THE LECTURERS’ PERSPECTIVES ON ICT LITERACY.

(1)

THE LECTURERS’ PERSPECTIVES ON ICT LITERACY

A Research Paper

Submitted to the English Education Department in Partial Fulfillment of the

Requirements for Sarjana Pendidikan Degree

By:

Ulfah Ma’rifah

0804332

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

(2)

ii

THE LECTURERS’ PERSPECTIVES ON ICT LITERACY

Oleh Ulfah Ma’rifah

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

Januari 2015

Hak Cipta dilindungi undang-undang.

(3)

iii

PAGE OF APPROVAL

ULFAH MA’RIFAH

THE LECTURERS’ PERSPECTIVES ON ICT LITERACY

Approved by:

First Supervisor

Pupung Purnawarman, M.S.Ed., Ph.D. NIP. 196810231998031001

Second Supervisor

Susi Septaviana R., M.Pd. NIP. 197609042009122002

Head of English Education Department Faculty of Language and Literature Education

Indonesia University of Education

(4)

THE LECTURERS’ PERSPECTIVES ON ICT LITERACY Ulfah Ma’rifah

Ulfah Ma’rifah, 2015

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu ABSTRACT

This study is aimed at portraying the perspectives on ICT literacy and the attitudes towards ICT defined by five language lecturers in a tertiary level of education. Their perception of integrating ICT into teaching performance and their ICT experiences were also analyzed. ICT crystallizes to be a significant component of

many different aspects of one’s expertise as a teacher (Moursund, 2005). ICT broadens the concept of teacher pedagogical performance by integrating its component into educational practices (Bates, 2005; Clark & Mayer, 2011). The ideology, values and practices the teacher brings into classroom to mediate a proper teaching-learning performance matter more significantly than the impact of ICT per se (Andrews, 2004). Despite being ICT literate for lecturers does not necessarily ensure more teaching-learning outcomes, each new wave of ICT-mediated instruction could generate well-predicted improvements in learning (Clark & Mayer, 2011). With a qualitative descriptive approach, both questionnaire and interview were employed in the data collection thereby gathering all information needed to answer two major research problems. The result revealed ICT was considered as a powerful tool to perform teaching instruction and directed the path of positive perspectives toward the need to acquire ICT literacy. Being ICT literate was believed by the lecturers to be as important to attain as they need to overcome professional matters and, with the help of

ICT, keep up with their students’ situation. A positive sign of attitudes was also showed by the lecturers as they gained more awareness of the importance of the ICT

literacy. Thus, it is a need for the lecturers’ environment to be ideal and supportive

over the enhancement of their ICT literacy.

(5)

THE LECTURERS’ PERSPECTIVES ON ICT LITERACY

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu TABLE OF CONTENTS

1.5.Significance of Study ... 5

1.6.Clarification of Key Terms ... 5

1.7.Organization of Paper... 6

CHAPTER II. THEORETICAL FOUNDATION ...8

2.1.Definition of ICT and ICT Literacy ... 8

2.2.The Nature of ICT in Classroom Teaching and ICT Literacy for Lecturers... 9

2.3.The Characteristics of ICT Literacy ... 13

2.4.The Importance of ICT Literacy for Lecturers ... 15

2.5.The Integration of ICT in Lecturer Teaching Management ... 22

2.6.The Lecturers’ Perspectives Taking ... 26

2.7.Lecturers’ Attitudes towards ICT ... 27

2.8.Limitation and Barriers in the Improvement of ICT Literacy ... 29

2.9.Review of Related Study ... 32

CHAPTER III. RESEARCH METHODOLOGY ...37

3.1.Formulation of Problems ... 37

3.2.Research Design ... 38

3.3.Research Site and Participants ... 38

(6)

vii

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu

a. Questionnaire ... 40

b. Interview ... 42

3.5.Data Analysis ... 43

a. Data from Questionnaire ... 44

b. Data from Interview ... 44

CHAPTER IV. FINDINGS AND DISCUSSION ...46

4.1.Lecturers’ Perspectives of ICT Literacy in the Integration... 46

4.2.Lecturers’ View on ICT ... 47

4.3.The Integration of ICT... 53

4.4.Lecturers’ Attitudes towards ICT ... 68

CHAPTER V. CONCLUSION AND RECOMMENDATION...81

5.1.Conclusion ... 81

5.2.Recommendation ... 83

BIBLIOGRAPHY ...xi

(7)

viii

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu LIST OF TABLES

Table 1. The Framework of the First Part of Lecturers’ Questionnaire ... 41

Table 2. The Framework of the Second Part of Lecturers’ Questionnaire ... 41

Table 3. Guideline of the Interview ... 42

Table 4. Participants’ demographic information ... 47

Table 5. Lecturers’ values of ICT ... 48

Table 6. ICT to provide teaching resources ... 54

Table 7. ICT to provide teaching media ... 56

Table 8. ICT as assessment tools ... 59

Table 9. ICT as communication and interaction tools ... 61

Table 10. Collaborative support ... 63

Table 11. Impact of the integration of ICT ... 64

Table 12. Lecturers’ familiarity of ICT ... 69

Table 13. Access to ICT tools and the availability ... 71

Table 14. Institutional support ... 73

(8)

ix

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu LIST OF FIGURES

Figure 2.1. The Use of ICT in pedagogical Practice ... 16

(9)

x

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu LIST OF APPENDICES

APPENDIX A. INSTRUMENT OF THE RESEARCH...xix

Lecturer Questionnaire ... xx

Interview Guideline for Lecturer ... xxiii

Interview Guideline for Student ...xxiv

APPENDIX B. TRANSCRIPTION ...xxvii

Lecturer Interview Transcript... xxvii

Student Interview Transcript ... xxxix

APPENDIX C. RESULT OF THE DATA ...xlii

Questionnaire Result ... xliii

Student Interview Result...xlvi

Categorization of the Data ...xlix

(10)

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter provides a general overview of the study conducted which comprises background of the study, statement of problems, aims of the study, scope of study, significance of study, and clarification of key terms. In the end organization of paper is also highlighted to accommodate readers with a systematical view of the whole content of this study.

1.1.Background of Study

Information and communication technology (ICT) plays essential role in almost all aspects of life (Clark & Mayer, 2011; Moonen, 1995; Swan, Lin, & van't Hooft, 2008), so does the ways educational progression and enhancement acquired (Hernes, 2002). The dependence on information and communication technology is increasingly pervasive in the teaching- learning process today and in the future (Guo, 2006; ITEA, 2007, Player-Koro, 2012). Existing teaching-learning approaches and methods fostering ICT are largely designed to fulfill the gap of the demands of living standards with the current globalization (Lim, 2002). When looking at the current widespread diffusion and utiliza tion of ICT in modern societies especially by the young, coupled with the demands from the educational policy maker, then it should be clear that, as educators, teachers and lecturers have responsibility to raise educational standards with innovative approaches of management, teaching, and instruction through ICT utilization (Cornu, 1995; Cox et al., 2003; Dexter, 2003; Engida, 2011; UNESCO, 2004). Accordingly the acquisition of ICT-literacy as a part of professionalism is an important element for the teachers to attain the prevailing standards of education (Sajidan, 2011).

(11)

2

institution towards them), coupled with insufficient ICT skill and literacy (Punie, Zinnbauer, & Cabrera, 2008). Meanwhile the students who incidentally belong to the digital generation are learning and living by using technologies intuitively; they are advanced in harnessing ICT more than the former generation which are their parents and in many cases their teachers. Today’s children are introduced as digital native, referring to they who grow up using technology and feel confident and comfortable with it. On the contrary, the former generation is told to be digital immigrants who considered late comers in the world of information and communication technology (Dudeney & Hockly, 2007). As far as it is concerned, what matters is that the effective learning through an integrated use of ICT often comes up not because of the role of the teacher (Loveless, Devoogd, & Bohlin, 2001; Richards 2005).

The gap arisen lies on how an educator functions in an active environment which demands problem solving skills and critical thinking. A demand from current digital environment when the students are more advanced in technology and could easily absorb almost every single aspect of life without much regard for educator who are expected to improve students’ learning with the new technologies brings an urge for ed ucator to be ready with ICT literacy. What matter is that the educator undertakes to understand the emerging cultures brought up by the students, to narrow the digital generation gap and to change their way of teaching to meet the learning needs of new generation (Guo, 2006: p. 63).

(12)

3

was hindered because of the lecturers’ limitation and socio-cultural influences (Zare-ee, 2011).

More importantly, in Indonesian context, the research on the teachers addressing the pedagogical- transforming ICT is still rare. Under the context of teacher proportion, it is therefore considered importance to examine the ICT-awareness of the educator. What the researcher in this study has been engaging in comes to be one of the attempts at describing the ICT- literacy of lecturers. This study tried to explore the pattern of being ICT-literate in lecturers’ perspective; their attitudes toward ICT, and the way they infuse ICT into pedagogical practice. The research focuses on the attainment of lecturers’ harnessing of ICT as educational tools, lecturers’ consciousness of ICT literacy, and how the lecturers imply the ICT-literacy in their professional practice.

1.2.Research Questions

In order to reach the purpose of the study, it is an obligation for the researcher to give a rise to the problems to be investigated. Hence, the problems of the research are formulated as follows.

1. What are the perspectives of lecturers toward ICT literacy in the relation to ICT integration into pedagogical practices?

2. What are language lecturers’ attitudes towards ICT for professional purpose?

The first question addresses the viewpoints coming from lecturers over the ICT literacy and integration in language teaching and also identifies their current ICT integration. It is designed to understand the lecturers’ current use of ICT before the focus was shifted to conception of the importance of ICT literacy. The second question first examines the lecturers’ attitudes toward ICT, and simultaneously investigates the factors that lay upon them (the attitudes).

(13)

4

1.3.Aims of Study

The literacy of information and communication technology (ICT) among lecturers is a topical and important issue. There is a need for a systematic study in this field to describe the digital literacy required by educators as one of the indicators of professional competence.

The purpose of this study is to investigate the ICT awareness and ICT literacy among lecturers at a state university in Bandung, Indonesia. The rationale for conducting this research lies in the following. First, the shift from traditional practice to the incorporation of newer technological practices in education is underway especially in higher or tertiary level. Second, a systemic study of the characteristics of IC T integration by lecturers will help policy makers effectively design curriculum and instruction. Third, making analysis on lecturers’ skills and attitudes pertaining to ICT literacy will provide better understanding of the pedagogical usefulness of technology.

This overall study aims to gather an in-depth understanding of lecturers’ perspectives and attitudes toward ICT that influence their integrated use and the reason that governs the ICT literacy. It aims particularly to encourage debate on the challenge related to being ICT-literate in lecturers’ perspective, and at the same time raise the awareness and recognition of how lecturers embed the ICT-literacy in their teaching performance.

1.4.Scope of Study

The term ‘ICT literacy’ covers a broad range of defining, accessing, managing, integrating, evaluating, creating, and communicating, that is involving the ability of harnessing some information ethically and legally through digital technology in order to function in a knowledge society (Egan, 2006).

(14)

5

therefore of how the lecturers address ICT in terms of access and harness educational practice, and the attitudes drawn within the integration that lead to the conception of ICT literacy of lecturers.

1.5.Significance of Study

The positive exposure for academicians towards the current understanding of the conception of ICT literacy and lecturers’ attitudes to ICT is what the researcher expected from the study. For theoretical benefits, this study hopefully is expected to enrich the literature and methods of enhancing the educators’ literacy of ICT in Indonesian context.

In terms of practical benefits, the result of the study provides some information for teachers and other educators through the language teacher educators’ perspective on disseminating ICT- literacy in language teaching context. Willis and Mehlinger (1996) as cited in Balsanti (2006) correlate the current technology and teacher education as the situation where most pre-service teachers hardly know how to make use the ICT effectively and it is believed that there is pressing need to enhance fundamentally the amount and quality of teachers’ instructional acceptance of technology.

Professionally, the result of the study is expected to help academicians enhance the professional competence through the literacy of ICT. This study hopefully can provide some exposure to a better paradigmatic on how to guide students from digital generation through ICT- literacy in order to establish knowledge society.

1.6.Clarification of Key Terms

Some key terms used in the study was being clarified in order to have the same perception among the researcher and the readers. The terms are ICT, ICT-literacy, ICT integration, and lecturer.

(15)

6

technology is not merely to process information but also communication (Rank, 2011).

ETS (2004) and its framework, International Information and Communication Technologies Literacy Panel (IICTLP, 2002, 2007), define ICT literacy as “the use of digital technology, communication tools, and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society”.

The term ICT integration is adopted from William’s (2003) as cited in Andoh (2012) which refers to the use of ICT tools and devices to assist teaching and learning.

Under Indonesia Government Regulation No. 37 year 2009, lecturers refer to professional educators and scientists with the main task of transforming, developing, and disseminating knowledge, technology, and arts through education, research, and community service. In this study, the terms teacher and lecturer may be switched interchangeably.

1.7.Organization of Paper

Following the introductory chapter is information of the background of the research, the research questions, the aims of the research, the scope of the research, the significance of the research, and the organization of paper.

Chapter II provides a review of theories that frame the research. The theoretical review briefly includes the basis theory of ICT literacy, the approaches of the integration of ICT in pedagogical practice, the characteristics behind lecturers’ attitude toward ICT and the issues following, and some review from related studies.

(16)

7

parts. A plausible explanation for this is that the answers to the research questions are interrelated to one another.

The last chapter, Chapter V, discusses the theoretical and practical implication of the findings on the teaching learning activities. The chapter ends with recommendation and suggestion for further research.

(17)

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

As previously highlighted in Chapter I, this study is aimed at encouraging debate on the challenge related to being ICT-literate in lecturers‟ perspective, attitudes, and at the same time raises the awareness and recognition of how lecturers embed the ICT in their teaching performance. It is therefore important to determine the best method to employ.

In this section the detailed description of the methodology the researcher embedded in the study is provided. In sequence the content of this section consists of formulation of problems which represents the matters under investigation, research design, site and participants, data collection techniques, and procedures of collected data analysis.

3.1. Formulation of Problems

In compliance with the aims, this study is conducted to portray two main problems: lecturers‟ attitudes toward ICT that influence their ICT- integrated use and the reason that governs their ICT literacy. Hence, the problems of the research are formulated as follows.

1. What are the perspectives of lecturers toward ICT literacy in the relation to ICT integration into pedagogical practices?

(18)

38

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu 3.2. Research Design

A descriptive study with qualitative research method (Creswell, 2007) is employed as this study seeks to portray a general description and identify a phenomenon significant with the research questions (Flick, 2009: p. 134). It is evidenced with the characteristic of qualitative research problems, namely to inquiry the meanings a party ascribe to a social or human issue (Creswell, 2007).

What it is like to be in a particular viewpoint is what this study strives to portray, crown it all with the description of participants‟ experiences of, thoughts about and feelings for the integration of ICT into the participants‟ professional life as lecturers (Geertz, 1973). It is, as adopted in this study, to identify the point of view of lecturers over the ICT literacy in the embodiment of ICT in their educational practice, their attitudes, and the contribution of the conception and attitudes to some ICT issues mattered. Clearly it frequently follows the interpretative tradition of research, seeing the situation through the eyes of lecturers as the participants, rather than the quantitative paradigm (Cohen, Manion, & Morrison, 2007). In the interpretative paradigm, this study tends to use certain data collection methods of questionnaire and semi-structured interview.

This study began with some guiding questions, yet the types of data and research decisions to establish was revised as the study progressed (Suter, 2012). The significance of research method employed in this study is that there was almost no control over how the content of the data to be collected would emerge. In this sense, there is any possibility involved in what would be figured out and what the relevance of the findings might be.

3.3. Research Site and Participants

(19)

39

To confirm the feasibility of study, the first motive is correlated to the focus of the study, concerning the ICT literacy and the ICT integration in classroom teaching, which is believed to be suitable and applicable at this level of higher education. Tertiary level educators, namely lecturers, are considered “to think more conceptually, to write more analytically, and to read more critically” (Emilia, 2005). Besides, tertiary education, including university, is the sector where ICT usage is most diffused. University with the significant investment and cost most probably appears to be lab institution to figure out and monitor the progress of the ICT diffusion in educational instructions (Punie et al., 2008).

The second motive is expected to give positive effect on wider range of life, since university has been defended as a vital public sphere that the moral and pedagogical dimensions contribute to regenerating civic life (Giroux, 1997, in Emilia, 2005). Another consideration comes from the ease of access and availability.

Accordingly, a total of five lecturers were taken to be the subject of research. The small number was taken concisely in order to draw a more detailed description and rich data presentation. It was needed to proceed and interrelate (Dudeney & Hockly, 2007). If one generation draws 23 years separation and the students range 17-24 years old, so then for the participants the range is under 46.

3.4. Data Collection Techniques

(20)

40

collecting data of this study. Questionnaire and interview were administered respectively to be the instrument of this study. Each of the data collection techniques is described thoroughly below.

3.4.1. Questionnaire

The first instrument administered emerged to be questionnaire. This one was conducted to draw assumption of qualitative inquiry that is to understand a complex phenomenon (Suter, 2012). Some statement of consideration of multiple “realities” and perspectives that were probably mattered to the participants was set up in a questionnaire form. It was favored to discover how participants construct their own meanings of ICT literacy in professional practice through the patterns drawn in the questionnaire.

In compliance with the aim of this study and to answer the research problems, a questionnaire consisted of 60 close-ended statements was initially developed based on a review of the related literature on the role of ICT for teacher and divided into two main parts apart from demographic items. The first part consisted of 36 Likert-scale items in which 20 of them were adopted from research instrumentation by Zare-ee (2011) with similar focus of study, and the rest from ICT in Schools Census 2013 by PDST Technology in Education Dublin and UNESCO Teacher Education Guidelines (see Appendix A).

This first part of questionnaire included 12 items on their views about ICT, 8 items on the respondents‟ familiarity with ICT, 6 items about access and the availability of ICT tools, and 10 more items concerning support for the enrichment of ICT literacy from participants‟ surroundings. As some other Likert-scale based items, this first part of questionnaire represented five scales of “strongly disagree”, “disagree”, “neutral”, “agree”, and “strongly agree” for every statement.

(21)

41

(22)

42

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu Table 1

The Framework of the First Part of Lecturers‟ Questionnaire

No. Categories

Items Number

Positive Negative

1. Lecturers‟ views on ICT 1, 2, 5, 6, 7, 10, 11

2. Lecturers‟ familiarity with ICT 14, 15, 16, 17, 18, 19 23

3. Access and Availability of ICT tools 28, 32, 33, 34, 35, 36

4. Colleague support 20, 21, 24, 26

5. Institutional support 22, 25, 27, 29, 30, 31

6. Lecturers‟ values of ICT 3, 4, 8, 9, 12, 13

The next 24 items in the second part of questionnaire were fully adopted from ICT in Schools Census 2013 provided by PDST Technology in Education Dublin. This part mainly focused on the frequency of the ICT use for professional purposes based on the lecturers‟ experiences. The scales used were “never”, “sometimes”, “frequently”, and “Usually/Always”. They represented how often the lecturers harnessed and used the ICT to support their professional performance as a teacher as well as an academician.

Table 2

The Framework of the Second Part of Lecturers‟ Questionnaire

No. Categories Items Number

1. ICT to provide academic resources 3, 4, 5, 6

2. ICT to provide teaching media 1, 2, 10, 18, 19, 20, 21, 22, 24

3. ICT to provide assessment tools 13, 14, 15, 16, 23

(23)

43

The questionnaire was attached with some demographic items to obtain knowledge about and information on lecturer distribution of age, gender, qualification, affiliation, years of teaching, and ICT devices ownership. This section generated demographic information addressing whether or not the lecturers had some professional development courses related to ICT integration in teaching.

3.4.2. Interview

To consolidate the qualitative description and to support the validity of data collection, individual interviews were carried out over the participants after the analyzing data from the questionnaire were accomplished. The interview was constructed to identify the participants‟ perceptions of the concerned and experienced situation (Cohen, Manion, & Morrison, 2007). Five structured 8-17 minutes interview sessions with involving eight major questions were administered (see Appendix A). Lecturers‟ responses to those questions were recorded through audi-tape recorder and then transcribed to avoid data loss, distortion and to reduce complexity (ibid.).

Table 3

Guideline of the Interview

No Details Items number

1. Identifying lecturers‟ conception of ICT literacy 1, 2

2. Identifying teacher‟s strategies to improve ICT skills

for professional purposes 3, 4, 5

3. The barriers to integrating and enhancing ICT skills 6

4. The impact of the ICT integration into professional

(24)

44

Along with the interview over the participants, a set of another interview was also conducted to the teacher students that were taught by the participants (see Appendix A). The purpose of the interview is to crosscheck the information given by the participant in this study. The interview took place to replace the role of observation that was not employed in this study, so it was supposed to be an interview of confirmation. The interview was designed to strengthen the information given by the participants. It was a close-ended and restricted interview that consisted of some questions regarding the ICT use by their lecturers in classroom teaching. A total of 15 teacher students were taken as interviewee in whom every three interviewees gave confirmation about each participant. The interview itself consisted of 21 questions and lasted about 3-5 minutes each.

Questionnaire and interview over the participants were conducted since the participants cannot be directly observed (Creswell, 2009). Through the questionnaire and interview, the researcher was allowed to control over the line of questioning in order to provide the information needed and draw the patterns to be interpreted. The information was provided in a designated place rather than the natural field setting and filtered through the views of participants. The data collection technique was considered adequate enough since this study seek to mainly portray the perspectives of the participants which is full of subjectivity.

The limitations lie under the absence of observation to be instrumented into this study. The data of confirmation from student interview could not guarantee that the data from the participants were holistically and coreespondingly confirmed. There was no variable administered in the data collection, and some matters could emerge. First, there were some possibilities that the lecturers taught more than one course and applied different teaching methods. Second, the number of students interviewed could not be able to represent the population of students taught by the lecturers. Besides, the considerations that not all students were equally articulate and perceptive (Creswell, 2009) were put aside.

(25)

45

Having collected, the data gathered was analyzed into two major parts; the analysis of the data from the questionnaire, and the one from the interview. Both the analysis was conducted by going through three analysis strategies of qualitative data (Crewell, 2007): 1) preparing and organizing data, 2) reducing data into theme through coding, and 3) representing data. The analysis was inductive until a comprehensive set of themes was established.

a. Data from Questionnaire

Several steps were undertaken to analyze the data gained through questionnaire. First of all, the data was checked for the completeness, accuracy, and the uniformity (Cohen, Manion, & Morrison, 2007). Conducted manually without the help of computer application, the data was scanned in order to every statement got interpreted uniformly and responded accurately and full. Later, the coding was conducted by assigning a code number to each answer of every statement. The result was calculated to be interpreted into word-based interpretation (see Appendix C).

b. Data from Interview

The first step to do was to transcribe the data from recorded interview into written documents or scripts (see Appendix B). Then the scripts of the result were synthesized before next to be analyzed. In this step, the answers of the participants were classified into selected categories (coding). As noted by Creswell (2007), in the process of coding, it is needed code segmentation that can represent information as expected to find before the study and also represent surprising and conceptually interesting information beyond expectation. The information was classified apart into different categories, themes, and dimensions (see Appendix C).

(26)

46

emerged. Simultaneously the insignificant feature of data overload was reduced to narrowing the future focus (Cohen, Manion, & Morrison, 2007).

From the categorization in the coding phase, the developing themes emerged and need to be interpreted. The next step to do was interpreting the data and combining it with the result of the other instrument to come to the overall conclusion of the study. Analyzed, all the data was classified into given categories and clarified following the presentation of the description of the findings was the last step of the study. By adopting Creswell‟s theory (2007), the data was presented in terms of the voices of participants, the reflexivity of the researcher, and a description and interpretation of the research problem.

(27)

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This descriptive qualitative study that entailed a descriptive analysis of questionnaire and interviews was administered to five lecturers at English education department of a state university in Bandung, Indonesia. Using qualitative approach, the study examined issues of ICT literacy in the integration from lecturers’ perspectives as well the lecturers’ attitudes toward ICT in professional context.

This section provides conclusion and suggestion related to lecturers’ perspectives on ICT literacy and their attitudes toward the ICT. Conclusions are formulated from findings and discussions of the research, and s uggestions are directed to language lecturers and further researcher.

Some major findings from the previous chapter are reviewed to ease the readers in getting what to be summarized. These are supposed to lead to the draw of main conclusion of this study.

5.1Conclusions

Having investigated and portrayed lecturers’ perspectives toward ICT literacy and their attitudes toward ICT, the followings are summary derived from findings and discussions of this research.

(28)

82

Through ICT, language teaching is believed to become much closer to the authentic situation-to the world of young generation (the students’) which is living in digital era.

In terms of the experiences of the lecturers with ICT, the study suggests that the most frequent ways of ICT integration is in getting teaching resources, preparing teaching materials and performing classes, not yet to the stages of ICT-mediated evaluation and reflection for students. It is still on the level of preparation and practice. The utilization of ICT application is still limited to word processing and interactive multimedia. Besides, some curriculum-relevant online resources are more frequently used as supporting resource, not as main resource. The possibility lays on the way the lecturers take some authentic resources to provide their own teaching materials. On the other hand, it indicates the character of ICT literate individuals which is principally engaged in independent learning to draw satisfaction and personal fulfillment that is from wise and sensible use of ICT (Bundy, 2004). In essence, the findings indicate the fulfillment of three stages of teaching with and through ICT namely discovering, learning, and understanding. The lecturers are in the third stage (Figure 2.2) to the extent that they are able to recognize how and when to employ ICT to attain a certain purpose (Engida, 2011). The fulfillment is also under the influence of four approaches namely emerging, applying, infusing, and transforming, where ICT becomes an integral part of the lecturers’ daily productivity and professional practice (UNESCO, 2002).

Moreover, the lecturers’ responses toward ICT, particularly for professional context, reveal positive attitudes as they consider ICT as advanced powerful tool for educational instruction and research. In addition, the lecturers positively consider their level of ICT expertise is adequate enough for their professional needs. Based on the data findings, the lecturers are already familiar with ICT and they also have positive confidence on the experience with it in professional context.

(29)

83

acquire and learn new technology, and personal issues (e.g. awareness, commitment, and reluctance) are the mitigating factors mentioned by the lecturers that probably hindered them to address the infusion of ICT positively and improve their ICT literacy actively. At any rate, the study identifies four strategies to overcome ICT problems and improve ICT skills and literacy. Those are learning voluntarily by combining various hardware and software, asking for help from ICT experts, sharing and discussing ICT issues with friends and colleagues, and joining ICT-based training or activities.

Substantially, the findings of the first research problem reveal the indication that, with the positive values and perspectives on ICT, the lecturers consider ICT literacy is important to attain since ICT has already been integrated regularly to help providing teaching needs and mediating class performance by the lecturers, and it seems to be a rather big problem if they ignore it.

Lastly, as highlighted in the study, the lecturers’ internal beliefs and commitment to learn more and enhance their ICT literacy, coupled with extrinsic factors such as institutional support, build the positive attitudes toward ICT. The positive perspectives and attitudes enable the lecturers to translate their visions into pedagogical practice. It also enables them to overcome barriers and perform a meaningful and effective use of ICT.

5.2 Recommendations

As a conclusion of this study, several recommendations may be formulated with respect to several aspects of the impact of ICT on the attitudes of lecturers. Meeting these recommendations may stimulate the importance of ICT literacy among lecturers and the integration of ICT in education to a large extent than is the case at this moment, and it may foster the support coming from institution and environment for the lecturers to enhance the ICT skills for professional purposes.

(30)

84

First, it’s crucial to enhance the literacy of ICT for lecturers and students. Despite some matters such as the lack of access and facilities and time limitation could hamper from developing ICT skills, some strategies from this study could be implemented. Those are learning voluntarily by combining various hardware and software, asking for help from ICT experts, sharing and discussing ICT issues with friends and colleagues, and joining ICT-based training or activities provided by the department. It is important to take advantage of any oppotunity, moreoever when the institution provides some adequate financial and technical support.

(31)

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu BIBLIOGHRAPHY

Akker, J. v. (1994). In-service training and information technology from a curriculum innovation perspective. Information technologies in teacher education (pp. 26-34). Enschede: UNESCO.

--- 2008. Indonesia Government Regulation No. 74 Year 2008 about Teacher. Ministry of Education and Culture. Jakarta.

--- 2009. Indonesia Government Regulation No. 37 Year 2009 about Lecturer. Ministry of Education and Culture. Jakarta.

Albion, P. R. (2001). Some factors in the development of self-efficacy beliefs for computer use among teacher education students. Journal of Technology and Teacher Education, 9(3), 321-347. Retrieved from

http://www.editlib.org/p/8368

Andoh, C. B. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: a review of the literature. International journal of education and development using information and communication technology (IJEDICT), 8 (1), 136-155. Andrews, R. (2002). The state we're in: English teaching in England in the 21th

century. English teaching: practice and critique November, 1(1), 4-12. Andrews, R. (2004). The impact of ICT on literacy education. New York:

RoutledgeFalmer.

Andrews, R. (2007). A new model for researching the relationship between digital technologies and learning. Retrieved from:

http://www.indire.it/convegno/nml/_file/0_daysbefore/ANDREWS.pps.

Ang'ondi, E. K. (2010). National policy for using ICT to support teaching and learning in primary and secondary schools in east Africa. Cambridge:

Cambridge University & DFID.

(32)

xii

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu Balsanti, U. (2006). Challenges in preparing tomorrows teachers to use

technology: lessons to be learned from research. The turkish online journal of educational technology - TOJET, Vol. 5, Issue 1, Article. 4, 33-36.

Bates, A. W. T. (2005). Technology, e-learning, and distance education (2nd ed.). New York: Routledge.

British Educational Communications and Technology Agency (BECTa). (2003). Report: primary schools – ICT and standards. Retrieved from:

http://dera.ioe.ac.uk/1635/1/becta_2002_ictstandards_analysisreport.pdf.

Bundy, A. (2004). Australian and new zealand information literacy framework: principles, standards and practice (2nd ed.). Adelaide: Australian and New Zealand Institute for Information Literacy (ANZIIL).

Chen, W., Tan, A., Lim, C. (2012). Extrinsic and intrinsic barriers in the use of ict in teaching: a comparative case study in singapore. In m. Brown, m. Hartnett & t. Stewert (eds.), future chellenges, sustainable futures. In proceedings Ascilite Wellington 2012 (pp. 191-196).

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (3rd Ed.) San Francisco: Pfeiffer.

Cohen, L., Manion, L., and Morrison, K. (2007). Research methods in education: sixth. New York: Routledge.

Coogan, P. (n.d.). The technology-infused English classroom. UNITEC.

Cornu, B. (1995), ‘new technologies: integration into education’, in Watson, d. and Tinsley, d. (Eds.), integrating information technology into education.

London: Chapman and Hall.

Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., & Rhodes, V. (2003). ICT and pedagogy: a review of the research literature. London: Department for Education and Skills & BECTa.

(33)

xiii

Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches (3rd Ed.). California: SAGE Publications.

De Laat, Bastian. et al. 2005. Evaluation of the UNESCO Institute for Information Technologies in Education (IITE). Internal Oversight Service, Evaluation Section. September 22, 2005. Moscow: IITE UNESCO.

Dexter, S., & Riedel, E. (2003). Why improving pre-service teacher educational technology preparation must go beyond college’s walls. Journal of teacher education, 54(4), 334–346.

Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Essex: Pearson Education Limited.

Dugger, W. E. (2001). Standards for technological literacy. Phi Delta Kappan, 82(7), 513-517.

Egan, Teresa. (2006). ICT literacy assessment. Higher Learning Commission. Retrieved online from

http://www.ncahlc.org/download/annualmeeting/05Handouts/GSUN0145k_E

gan.pdf .

Emilia, E. (2005). A critical genre-based approach to teaching academic writing in a tertiary EFL context in Indonesia. PhD Dissertation. Melbourne University. Engida, T. (2011). ICT-enhanced teacher development model. Addis Ababa:

UNESCO-IICBA.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.

Ertmer, P., Leftwich, A., & York, C. (n.d). Exemplary technology use: teachers' perceptions of critical factors. Retrieved from

http://www.edci.purdue.edu/ertmer/docs/aect05_etut_proc.pdf

(34)

xiv

Ertmer, P., Leftwich, A., & York, C. (2006). Exemplary technology-using

teachers: perceptions of factors influencing success. Journal of computing in teacher education, Winter 2006-2007, 23(2), 55-61.

Ertmer, P., Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: a critical relationship. Elsevier journal of computers and education 59, 423-435.

Educational Testing Service (ETS). (2004). ICT Literacy Assessment: An Issue Paper from ETS. Princeton, NJ: ETS. Retrieved from

http://www.ets.org/ictliteracy/whitepaper1.html.

Educational Testing Service (ETS). (2007). Digital transformation: a framework for ICT literacy. A report of the international ICT literacy panel. Retrieved from:

http://www.ets.org/Media/Tests/Information_and_Communication_Technolog

y_Literacy/ictreport.pdf.

Flick, Uwe. (2009). An introduction to qualitative research: fourth edition. London: SAGE.

Fullan, M. G. (1991). The new meaning of educational change. New York: Teachers College Press.

Guo, R. X. (2006). Information and communication technology (ICT) literacy in teacher education: a case study of the University of British Columbia. (unpublished dissertation).

Haddad, W. D., & Jurich, S. (2002). ICT for education: potential and potency. In W. D. Haddad, & A. Draxler, Technologies for education: potentials, parameters, and prospects. Washington DC: UNESCO and AED. Hansson, Thomas (2012). ICT, learning objects and activity theory, social

sciences and cultural studies - issues of language, public opinion, education and welfare, Prof. Asunción Lopez-Varela (Ed.), ISBN: 978-953-51-0742-2, InTech, DOI: 10.5772/37159. Retrieved from:

(35)

issues-THE LECTURERS’ PERSPECTIVES ON ICT LITERACY Ulfah Ma’rifah

xv

of-language-public-opinion-education-and-welfare/ict-

learning-objects-and-activity-theory.

Harrison, D. (2010). Teacher factors influencing classroom ICT use. Cambridge: Cambridge & DFID.

Hernes, G. (2002). Emerging trends in ICT and challenges to educational planning. In W.D. Haddad, & A. Draxler, Technologies for Education: Potentials, Parameters, and Prospects (pp. 21-23). Washington DC: UNESCO and AED.

International Technology Education Association (ITEA). (2007). Standards for technological literacy: content for the study of technology (3rd ed.). Virginia: International Technology Education Association.

Johnson, D. G. (2004). Information technology and the goals of education: making nails for the hummer. In D. G. Johnson, Analytical survey: ethical, psychological and societal problems of the application of ICTs in education (pp. 34-41). Moscow: UNESCO Institute for Information Technologies in Education.

Langford, D. (2004). Academic culture and business ethics: effects on educational ICTs. In D. G. Johnson, Analytical survey: ethical, psychological and societal problems of the application of ICTs in education (pp. 49-55). Moscow:

UNESCO Institute for Information Technologies in Education.

Laurillard, D. (1998), ‘Multimedia and the learner’s experience of narrative’, computers & education 31 (2), pp. 229–242.

Laurillard, D., Stratfold, M., Luckin, R., Plowman, L. and Taylor, J. (2000), ‘Affordances for learning in a non-linear narrative medium’, Journal of Interactive Media in Education, 62.

Lim, C. P. (2002). A theoretical framework for the study of ICT in schools: a proposal. British journal of educational technology, 33(4), 411-421. Mankowsky, A. D. (n.d.). Retrieved from:

(36)

xvi

Ministry of Education and Culture. 2005. Indonesia Government Rule No. 14 Year 2005 about Teacher and Lecturer. Ministry of Education and Culture. Jakarta.

Moonen, J. (1994). How to do more with less, in S. Wills & C. McNaught (Eds.), Interactive multimedia in university education: designing for change in teaching and learning (pp. 13-25). Amsterdam: Elsevier.

Moonen, J. (1995). Communication and information technologies as change

agents. Information technologies in teacher education (p. 1). Paris: UNESCO. Moursund, D. (2005). Introduction to information and communication technology

in education. Oregon.

Naseem, A. (2010). Physical and other related external factors affecting the use of ICT in primary and secondary. Cambridge: Cambridge University & DFID.

National Association for the Teaching of English (NATE). (2007). ICT in English: a position paper from NATE's English and ICT committee. NATE English and ICT Committee.

Oliver, R., & Towers, S. (2000). Benchmarking ICT literacy in tertiary learning settings. Retrieved from:

http://www.ascilite.org.au/conferences/coffs00/papers/ron_oliver.pdf

Oliver, R. (2002). The role of ICT in higher education for the 21th century: ICT as a change agent for education. Proceedings of the Higher Education for the 21th Century Conference.

Office of Technology Assessment (OTA). (1995). Teachers and technology: making the connection. Washington: Office of Technology Assessment, Congress of the United States/ U.S. Government Printing Office. Retrieved from: https://www.princeton.edu/~ota/disk1/1995/9541/9541.PDF

(37)

xvii

Performance Measurement and Reporting Taskforce (PMRT). (2002). National assessment program information and communication technology literacy 2005 years 6 and 10: an assessment domain for ICT literacy. Melbourne:

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). Retrieved from:

http://www.iste.org/docs/pdfs/australia_ict_assessment.pdf?sfvrsn=2

Punie, Y. et al. (2008). A review of the impact of ict on learning. JRC technical note, working paper prepared for DG EAC October 2006. European

Commission, Join Research Centre, & Institute for Prospective Technological Studies.

Rank, Tom. 2011. Teaching English using ICT: a practical guide for secondary school teachers. India: Continuum.

Richards, Carmeron. ( 2005). The design of effective ICT-supported learning activities: exemplary models, changing requirements, and new possibilities. Language learning & technology a referred journal for second and foreign language educators, 9(1), 60-79. USA: Language Learning & Technology. Department of Education.

Richards, Jack C., Farrell, Thomas S.C.. 2005. Professional development for language teachers: strategies for teacher learning. New York: Cambridge

University Press.

Robinson, B. (2008). Using distance education and ICT to improve access, equity and the quality in rural teachers' professional development in western China. International review of research in open and distance learning 9(1).

ISSN:1492-3831, 1-17.

Routledge. (2013). Retrieved from:

http://cw.routledge.com/textbooks/9780415518369/data/unit1-4.pdf

Sajidan. 2011. Pengembangan profesionalisme guru dan dosen. Retrieved from:

(38)

xviii

Verenikina, I. (2010). Vygotsky in twenty-first-century research. In proceedings

of world conference on educational multimedia, hypermedia and

telecommunications 2010 (pp. 16-25). Chesapeake, VA: Association for the

Advancement of Computing in Education (AACE).

Smeets, E., Mooji, T., Bamps, H., Bartolome, A., Lowyck, J., Redmond, D., et al. (1999). The impact of information and communication technology on the teacher. Nijmegen: Institute for Applied Social Sciencies (ITS); University of Nijmegen.

Suherdi, D. (2012). Towards the 21st century English teacher education: an Indonesian perspective. Bandung: CELTICS Press.

Suter, W. N. (2012). Chapter 12: qualitative data, analysis, and design. in W. N. Suter, introduction to educational research: a critical thinking approach second edition (pp. 342-386). Arkansas: SAGE Publication.

Swan, K., Lin, L., & van't Hooft, M. (2008). Teaching with (digital) technology. In Lassonde, R. Michael, & J.Rivera-Wilson, Current issues in teacher education: history, perspectives and implication. Springfield, IL: Charles C. Thomas Publishing.

UNESCO. (2002). Information and communication technology in education. Paris: Division of Higher Education UNESCO.

UNESCO. (2002b). Information and communication technologies in teacher education: a planning guide. Paris: Division of Higher Education UNESCO.

UNESCO. (2002c). Teacher education guidelines: using open and distance learning. Paris: UNESCO Higher Education Division, Teacher Education

Section.

UNESCO. (2006). Using ICT to develop literacy. Retrieved from UNESCO ICT in Education Programme: http://www.unescobkk.org/education/ict.

(39)

xix

Warschauer, M., & Ware, P. (2008). Learning, change, and power: competing frame of technology and literacy. In M. J. Coiro, C. L. Knobel, & D. L. J., Handbook of research on new literacies (pp. 215-240). New York: Lawrence

Erlbaum Associates.

Wetzel, K., Wilhelm, L., & Williams, M. K. (2004). The introductory technology course: a tool for technology integration. Contemporary issues in technology and teacher education, 3(4), 453 - 465.

Zare-ee, A. (2011). University teachers' views on the use of information