MEKKAOUI Ghania & BENMAMMAR Sarah
Université de Mascara
ABSTRACT
This review summarizes the relevant research on the implementation of ICT in education . As technology becomes more and more embedded in our culture, everyone needs a basic understanding of ICT, and how to make a productive use of it, just to be good teachers or students, and to be even more successful in our academic and work career to participate in modern digital society. Nowadays, with the rapid pace of technology most teachers rely too much on it, considering it as a communicator or conveyor, rather than a learning tool that students learn with not from. No one ignores that technology has a huge number of positives to meaningful learning; it helps to draw students into more positive modes of motivation. It has a positive influence on student’s achievement and learning process. It is true that technology enhances learning, and both education and technology are of a great combination if used together appropriately. In other words, the use of ICT has to be coupled with learning tasks that are appropriate, and where teaching provides a core of needed materials.
Key words : ICT ; implementing ; meaningful learning ; understanding ICT ; motivation
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INTODUCTION
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. In the market of education, teaching a language has witnessed various approaches, methods and techniques. However, we know that none of these theories can be applied in totality to get the desired results. So, it has always been the case that the language pedagogy professionals have to devise their own methods to teach the foreign language by incorporating the best part of some of these theories. A successful teacher is the one who is all the time seeking ways to improve and nurture the student self- direction and personal efficacy to make of learners risk-takers in order to reach success.
As the need of communicating in English increased, so has the need for competent instructors to teach students the language. In fact, there are many teachers who use technology in their classrooms, but the majority still prefer teaching using traditional manners. It is true that these ways proved to be effective; however, it is fair to assert that the use of technology in teaching the English language has facilitated the task of teachers to provide learning opportunities and gain confidence practice. Therefore, the present article explores the following research question: What are the impacts of ICT’s on education? Are individual teachers able to decide on how they can best implement ICT’s? Do teachers need to develop a level of technological skill that supports its usage in English instruction?
2. DEFINITION OF ICT
According to Ser (1997), ICT can be defined as “a genetic term referring to technologies , which are being used for collecting , storing , editing and passing on information in various forms”.
It is important to mention that technology is a tool that can change the nature of learning. Simply put, technology can be used to describe different things to different people. Since technology is a dynamic, complex, and an ever- changing part in our society, it is important to have an informed approach towards its role within our own sphere of influence (Madhavaiah .et al, 2013).
3. ADVANTAGES OF TECHNOLOGY IN TEACHING AND LEARNING ENGLISH
Madhavaiah G. et al. (2013) claim that there are many advantages of using technology in EFL classes.
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To cultivate the students’ interest in study;
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To promote the students’ communication capacity;
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To widen the students’ knowledge to gain an insightful understanding of Western culture;
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To improve teaching effectiveness;
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To improve interaction between teacher and student.
4. METHODOLOGY
4.1. RESEARCH DESIGN AND METHODOLOGY
Based on the aim of the present paper and for the sake of having a satisfactory answer to the questions already mentioned , the researcher opted for a case study research which is well suited because of its ability to answer the research problematic mentioned earlier. As Punch (1998:150) states “Case study method allows for a variety of research questions and purposes which allows the researcher to develop as full understanding of that case as possible”.
A case study is considered by Benbasat, Goldstein, and Mead. (1987: 369–386) to be reliable for three reasons:
- It is necessary to study the phenomenon in its natural setting.
- The researcher can ask how and why questions, so as
- To understand the nature and complexity of the process taking place.
In the same vein Patton (1987:19) said :
One needs to understand some particular problem or situation in great depth, and where one can identify cases rich in information – rich in the sense that a great deal can be learned from a few exemplars of the phenomenon in question. For example, a great deal can often be learned about how to improve a program by studying selected dropouts, failures, or successes.
4.2. RESEARCH INSTRUMENTS
Since the study aimed at determining teachers and students’views to be able to give their suggestions about the process of technology integration into their educational environment, and about problems experienced in the process,data were collected via interviews held with teachers and questionnaire administered to students.
Both instruments focused on the problems and expectations regarding technology use in the classroom.
4.2.1. INTERVIEW
As already mentioned, the purpose of the interview was to elicit teachers’ views about the effectiveness of using ICT’s in the teaching process, the way they utilize them ,and if they are beneficial and helpful or not. Tuckman (1978:45) suggests that :
By providing access to what is inside a person’s head, it makes it possible to measure what people know(knowledge or information)what a person likes or dislikes(values and performances)and what a person thinks(attitudes and belief ).
There are different types of interviews which differ in terms of formality. The three types of interviews can be distinguished: structured, semi-structured and unstructured interviews. In this vein, Nunan (1992:149) sees that “Interviews can be characterized in terms of their degree of formality, and most can be placed on a continum ranging from structured trough semi-structured to structure”.
The researchers opted for a semi-structured interview that was conducted with four teachers at the department of English and literature at Mascara University. To see the effectiveness of technology in their instructions, the problems they face, and possible remedial solutions that ought to be taken to better the situation, different questions were asked.
4.2.2. QUESTIONNAIRE
A questionnaire was administered to 20 master students (2nd year) at the department of English and literature at Mascara University. The informants were randomly selected .The main aim of the questionnaire was to see to what extent the integration of technology was good or bad in their learning process and achievements.
5. RESULTS
The results revealed that students were constantly exposed to technology and were aware of its usefulness. They admitted that it helped them foster their language competencies, learn faster, and acquire knowledge easily.
Some of them added that it helped them be in contact with native speakers and at the same time helped them develop new vocabulary, and learn the right pronunciation of words.
They also revealed that they were in an active rather than a passive role in receiving information transmitted by the teacher.
For teacher’s views and attitudes, they were optimistic, and had positive attitudes towards its usefulness in their teaching process. They believed that their roles changed as the teacher was no longer the center of attention and the dispenser of information, but rather played the role of facilitator.
Teachers believed that ICT helped foster students’ level and made them motivated. They also expressed their negative attitudes towards ineffective use of technology that may hinder instruction instead of supporting it, and at the same time, they suggested to create a web page to display students’ work ,as well as, video conferencing with classroom around the world, and finally to publish a class newspaper.
They also suggested ICT training for teachers to be aware of the way to use technologies. One of them suggested using different methods to attract students’ attention and interest.
At last, they agreed that students should be encouraged to use technology in developing their skills by adding that educational institutions should modernize their technical instructions capabilities by using new equipments and laboratories.
6. RECOMMENDATIONS
From students’ questionnaire and teachers’ interview, we cannot neglect the positive impact of technology on teaching and learning processes .However, this technology should be carried out with moderation
It should be noted that the effect of technology involves a set of factors including: access, attitudes towards it, and the level of knowledge teachers possess. According to Zhao and cziko (2001), there are three necessary factors for teachers to introduce ICT into their classrooms;
1. Teachers should believe in the effectiveness of technology
2. They should believe that technology will not cause any disturbance, and finally
3. Teachers should have control over technology
That is why , it is necessary that teachers should consider multiple factors before integrating technology in their teaching process otherwise it will be an obstacle instead of helping them and supporting learning. The lack of access to internet may cause challenges and barriers or students’ unwillingness to use ICT in their classrooms for their inability and ignorance of the way to use it appropriately. In this vein, Haris (2002) believes that the benefits of ICT can be gained “When confident teachers are willing to explore new opportunities for changing their classroomspractices by using ICT. Consequently, the use of technology will not only enhance learning envirnments, but also prepare next generation for future lives and careers”.
7. CONCLUSION
ICT’s have the power to enrich and deepen competencies, engage, motivate students and help them be creative and more responsible on their learning process. They also help teachers to be creative, motivated and gain more time in improving instruction and learning.However, this does not mean that technology is a panacea that can replace language teachers and face-to face classrooms; it is something that can be used just to enhance language learning.
References:
Benbasat, I., D. K Goldstein, and M. Mead. (1987). The Case Research Strategy in Studies of Information Systems, MIS Quarterly, (11:3), p. 369–386.
Harris, S. (2002). “Innovative Pedagogical Practices Using ICT in Schools in England”. Journal of Computer Assisted Learning, No.18,pp;449-458.
Nunan, D. (1992).. Research Methods in Language Learning Cambridge: Cambridge University Press.
Patton, M.Q. (1987). How to Use Qualitative Methods in Evaluation. Newbury Park Ca :Sage Publications.
Tuckman, B. (1978) . Conducting Educational Research. 2nd ed. New York: Harcourt Brace Jonanovich Publishers
Zhao,Y. & cziko ,G.A (2001) . “Teacher Adoption of Technology: A Perceptual Control Theory Perspective”. Journal of Technology and Teacher Education.VOL.9. NO. (1), Pp; 5-30.