Information Communication Technologies in Teaching English as a Foreign Language: Teacher Perspective
| Main Author: | Paneru Dev Raj |
|---|---|
| Format: | info publication-thesis |
| Bahasa: | bzj |
| Terbitan: |
, 2019
|
| Subjects: | |
| Online Access: |
https://zenodo.org/record/3997204 |
Daftar Isi:
- This phenomenological case study explores the status of information communication technology integration in teaching English as a foreign language in Czech elementary schools from the teacher perspective. Technologies are significantly emerged educational components in European school, yet, little is known how these affect the process of teaching-learning linking teacher practices in class considering the development of learning English upon communication skills as defined by intercultural dimension. Due to the persisting inconsistencies between educational perspectives and teachers’ practices in response to an ever-increasing need of achieving the educational significance of modern information technologies, the phenomenon i.e. technology integration in teaching English with a goal of learning upon skills of communication scopes interactive research participation on comprehensive focus. The research on comprehensive focus is idealized on the scheme of exploring this phenomenon on constructing learning as a better substitute of the one limitedly designed to reporting the increasing use of technologies with a mechanical educational focus. Studies on the phenomenological concept that lends subjectivity epistemology in (social) construction do bring some comprehensive ideas in this regard as, teachers under such model develop competencies and practice technology integration on constructing learning within 21st-century school classrooms on the interface of multiple contexts. However, along with existing research approaching this phenomenon in an inconsistent perspective, phenomenological studies exploring educational potentials of technologies in teacher’s qualitative pedagogical perceptions, skills, and practices of using technologies on comprehensive focus, are still very few in the European setting. Thus, this phenomenological case study explored how technologies are part of the exemplary English teachers everyday teaching in the selected Czech Elementary Schools. The study found the exemplary (teacher) practitioners significantly interactive in their pedagogical perceptions, skills of use, and reflections regarding their practice of technology integration in teaching English within the intercultural theme of communication upon developing the phenomenon as a learning process. Though differences of stimuli and barriers as encountered by each teacher regarding the use of individual technologies in the class were individually contextualized
- This is the doctoral thesis reporting on 4 exemplary case teachers of EFL in Czech Primary Schools regarding their practices of integration of ICT in teaching EFL.