CHAPTER II LITERATURE REVIEW
C. Strategies to Integrate Technology into Language
2. Teachers' Technology Acceptance
the effectiveness of the digital technology utilization will improve accordingly when their attitude towards the utilization of technology increase, while their pedagogical beliefs also significantly influence their educational technology acceptance.
Therefore, it can be said that to apply and integrate technology into their instructions, both pre-service and in-service teachers have to admit its worth in enhancing their teaching, they should have a positive attitude and perception toward it, they accept the use of ICT and digital technology into their instructions, and they can incorporate it to improve their professionalism and teaching performance.
technology acceptance level (Scherer, Siddiq, & Tondeur, 2019).
Taherdoost (2018) reviewed and summarized the acceptance models as presented in the above diagram. Moreover, he explained each model to show the distinguish points from one another and also to shows that some models are the extension of the previously developed theories.
Among the other acceptance or adoption models, TAM is acknowledged as the robust model since every variable from the later modified models has already been included in TAM (Venkatesh, Thong, & Xu, 2016, Marangunić & Granić, 2015).
TAM is claimed as the most popular used model to describe one’s motivation in using technology. Technology Acceptance Model (TAM) proposed by Davis on 1985 underlied by the TRA model believed that individual motives that affected by his beliefs and attitude will result in certain action (Anni, Sunawan, &
Haryono, 2018). Handayani, Hidayanto, Pinem, Hapsari, Sandhyaduhita, & Budi, 2016, also claimed that through the TAM theory, individual’s use of ICT can be predicted based on their beliefs and attitude toward the technology. Two major thoughts root persons’ acceptance to adopt and incorporate new technology, namely the belief of the usefulness of the new technology in improving their productivity (perceived usefulness) and the belief whether the new technology could easily use to assist them in accomplishing their tasks (perceived ease of use).
Numerous studies use the TAM nowadays as the conceptual framework has shown that perceived usefulness and perceived ease of use are highly reliable in predicting one’s attitude towards
technology use and intention to use it (Ducey & Coovert, 2016).
The TAM framework can be described as the following figure:
Picture 2.3 The TAM framework
3. Technology Integration Implementation
Technology integration can be defined as the way teachers utilize technology for instructional deliverance to provide and reshape the teaching and learning activities more effectively (Gilakjani, 2017). It is a way of doing particular assignments of particular specific knowledge areas by practically incorporating technical processes, methods, and knowledge that not only includes the hardware, but also involving the relation between the users, the tools, and the environment (Ahmadi, 2018).
Technology integration supports teaching in the classroom by offering students the possibility to complete work on the computer instead of with ordinary paper and pencil-based activities.
Picture 2.4Technological pedagogical content knowledge framework (Mishra and Koehler 2006).
Undeniably, to teach effectively by using technology pre- service and in-service teachers should know how to integrate it meaningfully align with the subject they are willing to deliver not merely being familiar with its use (Scherer, Siddiq, & Tondeur, 2019). TPACK suggested the teachers’ necessity in acquiring technological and pedagogical knowledge to be eligible and effective in integrating technology into their teaching for any kind of content knowledge they have already possessed (Teo, Sang, Mei & Hoi, 2019) to provide their digital native students to acquire the millennium competencies such as problem-solving, collaboration and knowledge construction (Koh, Chai, and Lim, 2017). TPACK is the interdependent situated knowledge that is needed to integrate the use of digital tools and resources effectively in curriculum-based teaching (Harris, Phillips, Koehler, & Rosenberg, 2017). TPACK suggests that teachers understand how knowledge of technology, pedagogy, and content interact in their instruction (Rosenberg & Koehler, 2015). In 2006, Mishra and Koehler developed TPACK in response to the absence of theory guiding the integration of technology into education. Based on the TPACK framework, to teach efficiently, all school subjects have to be integrated with the technological knowledge, which means that English teachers also need to acquire the knowledge and competence on how technology can be used to enhance their instruction to meet the requirement of being professional EFL teachers with good ICT competence (Wang & Dostál, 2018).
There are very limited studies that focus on the needs of the development of an ICT literacy module to improve pre- service language teachers’ digital technology competence that can be used both under the course guided by a tutor or individually. Many previous studies are focusing on the infrastructure insufficiency, and the causes of in-service teachers’
ineligibility in incorporating digital technology into their language learning and teaching, and also the issues arise on the development of ICT course material or syllabus that designed and addressed for in-service teachers.
For instance, Vatanartiran and Karadeniz (2015) on an article entitled “A Need Analysis for Technology Integration Plan: Challenges and Needs of Teachers”, shared the findings of their large-scale study that aimed to figure out the challenges and needs of K-12 teachers in Turkey in incorporating technology into their instructions. The data obtained from 844 teachers through an online survey revealed three major issues faced by teachers in integrating technology into their instruction namely executive issue which relates to managerial and financial matter, the infrastructural issue which deals with the limitation of technological facility and maintenance, and instructional issue including instructional material, students’ readiness, and teachers’
competencies. The result of this study will be used as the needs analysis data to conduct a pilot project of FATIH for a technology integration plan.
Adegbenro, Gumbo, & Olakanmi, (2017), in “In-Service Secondary School Teachers' Technology Integration Needs in an
ICT-Enhanced Classroom” reported their study in investigating the attitude of 21 in-service teachers in Gauteng Province South Africa and their needs in integrating technology to support their instruction in a secondary school context. The instrument for the questionnaire and group interview derived from Son, Robb, and Charismiadji’s (2011) argument of the computer literacy. The result revealed that most teachers have positive attitude toward the integration of technology into their instruction and willing to integrate it into their teaching and learning sessions since most of them are under 51 that are considered to be more open toward the improvement of technology. However, they still have to struggle with the insufficient ICT facilities, lack of ICT training, and teachers’ professional development program.
Another example also come from Kabanova and Kogan (2017) on their article “Needs Analysis as a Cornerstone in Formation of ICT Competence in Language Teachers through Specially Tailored In-service Training Course” that conducted an investigation aimed to identify university language teachers’
subjective needs concerning their professional ICT competence to design a specially tailored in-service training course and test its efficiency. The questionnaires were distributed to analyze the ICT skills and their professional development needs, checking cognitive, technical, experience level skills, as well as their university foreign language teachers’ motivation to use technology in their practice in and outside the classroom, and to compare the ICT skills of language teachers with the skills and educational needs of university lecturers from different fields.
Face to face observation was also conducted to have a deeper understanding about language teachers’ actual needs, and intention to join the course. Six teachers of the participants were observed to reveal their actual teaching practice in utilizing the online resources to support their teaching. The findings revealed that most participants are fairly confident in using ICT on their basic needs and having enough technical skills level to prepare their content for the teaching. However, most of them are still perform low professional ICT competence. Based on the findings, a course syllabus was designed with the agenda to develop technical skills, instructional technology, and practice. it was published in electronic and printed format to allow the participants to access all the course as well as in the consideration of that not all of the teachers can attend the course completely so they need more practice and support to accomplish it.
Moreover, they also suggested that teachers’ ICT professional development program supposed to be designed based on the existing ICT competence frameworks proposed by national or international institutions and should be more focus on the content subject area than the ICT aspects to prevent it is being too broad or too technical, and stay focus on the practicality to assist teachers in managing their professionalism by developing digital rich environment. The regulation of the Ministry of Education and Culture (MoEC) no. 45/2015, emphasized three major points of the integration of ICT into the learning process as:
(1) The encouragement for students to search, process, store, present, and share data and information to support
the learning continuity; (2) The encouragement for students to develop self-esteem in accordance to their own needs, potentials, talents, interests, and characteristics by using ICT as a means of exploring the learning resources;
and (3) The encouragement for teachers to employ ICT in developing learning resources and learning media, preparing the lessons, conducting and evaluating the learning process, and reporting the learning results.
(Lubis, 2018)
The regulation shows that the integration of ICT into the learning process not only focuses to support students’ learning and teachers use it merely as material deliverance tools, but they also have to have a good collaboration to stimulate and encouraging the students to learn autonomously and personalizing their own learning by exploring the potencies offered by ICT and others digital tools, while teachers can also use and exploit it as the mean to support their teaching from the preparation to the evaluation process.
Focus on developing the technological literacy and skills for language teachers, several goals have been set on the “TESOL Technology Standard for Language Teachers” as follow:
Goal 1 Language teachers acquire and maintain foundational knowledge and skills in technology for professional purposes, Goal 2 Language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning, Goal 3 Language
teachers apply technology in record-keeping, feedback, and assessment, Goal 4 Language teachers’ use technology to improve communication, collaboration, and efficiency.
(TESOL, 2008 as cited in Egbert and Borysenko, 2018).
Based on those standardized goals, it can be said that language teachers have to possess technological competence.
Therefore, both pre-service and in-service language teachers have to be armed with adequate technological knowledge and skills which can be started from the time they are studying at the university level and should be maintained and improved when they have become language teachers at schools through workshops and training on teachers’ development program.
Digi.komp model has been constructed to identify the kinds of digital literacy that have to be possessed by pre-service and in-service teachers to incorporate digital technology into their instructions. The following are the kinds of digital literacy and skills that have to be acquired by pre-service and in-service teachers based on their professional development phases proposed by the Digi.komp model.
Picture 2.5
Digi.komp model digital literacy skills for teachers used by Virtual University of Education, Austria (Benitt, Schmidt, & Legutke, 2018)
However, as mentioned previously, most pre-service and in-service teachers have never been through sufficient courses, workshops and training, and other teachers’ development programs regarding technological competence. Many factors have contributed to resulting in such conditions. Unclear objectives on the kind of skills which have to be acquired by teachers are accused as one of the contributing factors hampering the teachers’ ICT development program from being succeeded.
Tondeur, Aesaert, Pynoo, van Braak, Fraeyman, & Erstad, 2017, suggest the teacher training institution and teacher education program to focus in improving pre-service and in-service teachers’ ability in using ICT to supports students learning with it, and the ability to use ICT in supporting their instructions inside the class.
We should keep in mind that ones’ learning achievement will not be simply improved by the utilization of ICT or digital technology devices or applications. Therefore, to find an effective instruction method, pre-service and in-service teacher are necessary to have adequate knowledge to intertwine their technological and pedagogical knowledge and competence in a sound manner (Gellerstedt, Babaheidari, and Svensson, 2018;
Boholano, 2017). Their readiness to incorporate the latest technology devices and applications can be significantly impacted by their prior experiences with digital technology in general, as it is essential in facilitating their competency and optimism, which further contributes to their willingness to consider existing teaching practices due to the convenience and interaction with the new digital tools (Fies, 2018).
Moreover, teachers have a great responsibility in selecting and utilizing the most appropriate digital devices or applications to support their teaching preparation, whilst teaching and students’ learning during the classroom activities, and ease them in doing the assessment and evaluation. The selection of ICT devices and applications for learning and teaching purposes are influenced by a) teacher’s comprehension of the potential use of the technology in enhancing their instructions, b) the actual functions and benefits offered by the technology, and c) the instructional objectives and process (Al-Kadi, 2018). In other words, besides having adequate ICT competence, digital literacy and digital skills, both pre-service and in-service teachers should also have sufficient knowledge regarding how to incorporate the
technology into their teaching by adopting some models, or method and having high confidence and engagement with the digital devices and applications so that it can be integrated effectively.
Li (2018), proposed 5 principles which have to be noticed when teachers consider incorporating technology in ESP which also relevant to be applied for English subject in general such as;
1) perceiving the significances and the role of technology in achieving the pedagogical goals,
2) connecting technology to fulfill language learners’ needs, 3) integrating technology as tools to achieve pedagogical goals
rather than adding it into the existing instructions, 4) deliberating the role of teacher, and
5) facilitating authentic language exposure and real-life tasks.
To provide the student teachers with the models of the best practices, Brenner and Brill (2016) suggest three themes which should be fulfilled by the teacher education programs. The three themes suggest that;
a) the student teachers supposed to be facilitated with content- specific and instructional technology training or course which exemplify the models of technology integration,
b) give them chance to experience how to construct their teaching and learning project which involves the integration of technology and give them chance to reflect and evaluate it, and c) provide them with the technology-rich environment during
their study at the university and teaching practicum experience supported and collaborated with their faculty and the
instructional technology faculty, and maintaining the supervision on their first years on being the in-service teachers.
Moreover, they also pointed out 9 characteristics which are perceived as significant factors in affecting the technology integration knowledge and skills transfer into their early career as in-service teachers. The characteristics included;
1) providing them with meaningful activities,
2) access to get experts guidance on their initial experiences in incorporating the technology,
3) knowledge building assistance,
4) facilitating them with authentic activities, 5) providing them with authentic context,
6) Modeling them on how to use the technology in the content- specific area effectively,
7) giving them chances to collaborate with their peers,
8) Facilitate them to practice and experience in manipulating the technology, and
9) stimulate them to reflect and evaluate their practices in utilizing and incorporating technology into their instructions.
To sum up, the present study is aimed to develop an ICT module for EFL student teachers to teach English with digital technology by investigating student teachers’ needs, lacks, and wants. In order to prepare student teachers to be effectively integrate technology into their future teaching, some criteria that proposed by the government, institution or certain organization and also several requirements are needed to be considered.
As mentioned previously, pre-service teachers will be the executor on how digital technology is utilized inside the classroom and how they incorporate technology into their future teaching is significantly affected by their beliefs in the potencies of the digital technology to meet the required curriculum since their previous experiences and knowledge in using digital technology will underlie their decision (Prestridge, Tondeur, and Ottenbreit-Leftwich, 2019). In other words, introducing the student teachers with digital technology literacy and competence could familiarize them with it so that they will feel more comfortable and confident in incorporating it into their instructions. The positive attitude toward the utilization of technology can be developed during their pre-service teacher education program since how teachers integrate technology into their teaching is significantly relates to and affected by their background knowledge and experience regarding their comprehension about its use (Mei, Brown, and Teo, 2018).
However, teachers’ beliefs that technology can enhance language learning (beliefs in TELL) and their positive attitude towards the efficacy of digital technology utilizations (teachers technology acceptance/TAM) cannot be impactful when student teachers or in-service teachers do not possess the knowledge and skills to effectively incorporate it into their instructions.
Therefore, as implied by Gellerstedt, Babaheidari, and Svensson (2018), and also Boholano (2017) by referring to TPACK, the ability to tailor technological knowledge and competence can be enhanced with student teachers’ capability in incorporating their
content knowledge and pedagogical knowledge simultaneously with their technological competence and literacy. So that, the TPACK framework will be applied on the development phase of the ICT module to support pre service teachers on their future experience by providing few examples of teaching scenario.
CHAPTER III RESEARCH METHOD
A. Research Design
The main aim of the present study is to develop an ICT module for EFL student teachers to teach English with digital technology by investigating the digital competences they are needed and the kind of ICT module they prefer. Therefore, the process of analysis, design, and development procedures that adapted from ADDIE model are required to produce an expected kind of module. Needs analysis with the mixed-method study was employed in the present study in order to design a practical use ICT module for student teachers of the English education program. The thematic content analysis under the qualitative paradigm was applied to investigate the descriptive data on student teachers’ basic technological skills background, their eligibility due to TESOL Technological Standard, their technological acceptance, and their ICT module preferences, while the quantitative paradigm applied to calculate the reliability of the student teachers’ basic technological skills background, their eligibility due to TESOL Technological Standard, and their technological acceptance instruments statistically.
B. The Subject of the Study
In order to conduct the needs analysis, sixty student teachers of English education department FKIP Ibn Khaldun University Bogor was involved purposively on the present study.