Desy NF's Blog

Teachers’ Beliefs and the Integration of Technology in the EFL Class Martha García Chamorro Universidad del Atlántico and Universidad del Norte, Colombia Lourdes Rey Universidad del Norte, Colombia Over the past few decades, information and communication technologies have been integrated into the language teaching and learning scenario with relatively great success. Accordingly, teachers’ role in this process is fundamental in order to make this integration really relevant for students’ learning. Williams and Burden (1997) state that literature on teachers’ beliefs concluded that these have a great influence on the way they prepare their classes, the kinds of decisions they make and their general classroom practice more than their knowledge about it. As Ertmer (2005) points out, “although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable p...

Surveying Indonesian Teachers’ Design Belief and TPACK for 21 st Century Oriented Learning Ching Sing CHAI, Joyce Hwee Ling KOH, Uma NATARAJAN, Pei-Shan TSAI, Murni RAMLI & Ari WIDODO This study validates a survey created to study Indonesia teachers’ beliefs about lesson design and their technological pedagogical content knowledge (TPACK) for 21st century oriented learning. The teacher’s design beliefs, which is a new perspective in understanding teachers’ beliefs, consist of their view about their design disposition (DD), beliefs about the new culture of learning (BNCL), and their beliefs about teacher’s role as designer (TAD). The TPACK survey, which is also newly created, examines the teachers’ efficacy about their knowledge of using technology for active and constructive learning, authentic learning and collaborative learning instead of adopting the seven factors TPACK. There are two research questions. They are: 1) Is the instrument valid and reliable for the purpose ...

K A HOOT I T OR N OT? CA N G AM ES BE M OT I VA T I N G I N LE ARN I N G G RAMMAR ? b y E w a Z a rz y c k a - P i s k o r z P e d a g o g i ca l Un i v er s i t y o f C r ac ow G a m i f icati o n is   n o t a   v e r y n e w c o n ce p t. I t is t h e   us e   o f g a m e el e m e n t s a n d g a m e d e s i g n tec h n i q u es i n a n on- g a m e c o n te x t. I t is us ed in v a r i o u s c o n te x ts f o r v a r i ou s p u rpo s e s . T h e r e is s t ro n g e v i d e n ce t h at s h o w s t h e r elati o n s h ip b e t w e e n g a m e p la y i n g a n d i n c r ea s ed m o t i v ati o n . Mor e a n d m or e lea r n i n g g a m e s e m e r g e a n d br i n g a pr o m i s e to h elp to lea r n a la ng u a g e. T h e r e a r e ce r tain g a m e el e m e n ts t h at c o u ld b e   us ed   in   n o n - g a m e c o n te x ts to   t r i gg er e f f ect i v e ...