ICT integration in education: aligning experiences of ESP lecturers in economic universities
Investigation of the experiences of English for Specific Purposes lecturers in integrating information and communication technologies into the economics curriculum. Identification of challenges, strategies and opportunities for enhancing ICT integration.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 20.07.2024 |
| Размер файла | 323,2 K |
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Technology Pedagogical Knowledge (TPK)
TPK1. I can select effective teaching strategies to guide student learning in my subject areas.
TPK2. I create opportunities for individualised learning using digital technology. TPK3. I facilitate online discussions for student engagement.
TPK4. I promote online collaboration among students for project-based learning. TPK5. I design online activities providing immediate feedback to students. Technology Content Knowledge (TCK)
TCK1. I am acquainted with computer simulations and models to enhance student understanding.
TCK2. I utilise animations or videos to clarify complex concepts.
TCK3. I employ mind mapping or concept mapping software to illustrate relationships between concepts.
Technology Pedagogy Content Knowledge (TPCK)
TPCK1. I integrate pedagogy and technology to align with the content being taught.
TPCK2. I leverage technology to enhance the quality of lesson content. TPCK3. I design technology-enhanced lessons cantered on student learning. TPCK4. I create lessons accommodating students of varying abilities.
TPCK5. I develop technology-enhanced lessons allowing students to learn at their own pace.
TPCK6. I utilise digital technology to foster active student engagement. TPCK7. I employ technology to streamline lesson delivery while achieving learning outcomes.
TPCK8. I utilise technology to provide students with rehearsal and practice activities offering immediate feedback.
Appendix B Focus Group Questionnaire
1. How would you describe the situation with integrating ICT (Information and Communication Technologies) into your teaching practices?
2. What are the main challenges you face when attempting to integrate ICT into your teaching practices?
3. In your opinion, what support or resources would be most helpful for enhancing your ability to integrate ICT effectively into the ESP curriculum? Choose one or some suggested options below and provide your reasoning.
a) More training workshops or courses on ICT integration.
b) Access to updated ICT equipment and software.
c) Collaborative opportunities with colleagues who are experienced in ICT integration.
d) Guidance on selecting and implementing appropriate ICT tools for specific teaching goals.
e) Other (please specify).
4. Can you share any successful experiences or strategies you've used for integrating ICT into your teaching within the context of Economics curriculum education?
5. What additional assistance or initiatives do you believe the university or educational institution could provide to support ESP lecturers in effectively integrating ICT into Economics curriculum education?
References
1. Alexander, R. (2020). A dialogic teaching companion. Routledge. DOI: https://doi.org/10.4324/9781351040143
2. Brianza, E., Schmid, M., Tondeur, J., Petko, D. (2023). The digital silver lining of the pandemic: The impact on preservice teachers' technological knowledge and beliefs. Education and Information Technologies, 29, pp. 1591-1616. DOI: https://doi.org/10.1007/s10639-023-11801-w
3. Bui, H.P. (2022). Students' and teachers' perceptions of effective ESP teaching. Heliyon, 8 (9), Article e 10628. DOI: https://doi.Org/10.1016/j.heliyon.2022.e10628
4. Creswell, J.W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. Available at: http://www.ceil-conicet.gov.ar/wp-content/uploads/2015/10/Creswell-Cap-10.pdf.
5. Cubeles, A., Riu, D. (2018). The effective integration of ICTs in universities: the role of knowledge and academic experience of professors. Technology, Pedagogy and Education, 27 (3), pp. 339-349. DOI: 10.1080/1475939X.2018.1457978
6. Green, C., Mynhier, L., Banfill, J., Edwards, P., Kim, J., Desjardins, R. (2020). Preparing education for the crises of tomorrow: A framework for adaptability. International Review of Education, 66, pp. 857-879. DOI: https://doi.org/10.1007/s11159-020-09878-3
7. Habibi, A., Razak, R.A., Yusop, F.D., Mukminin, A., Yaqin, L.N. (2020). Factors affecting ICT integration during teaching practices: A multiple case study of three Indonesian universities. Qualitative Report, 25 (5), pp. 11271144. DOI: https://doi.org/10.46743/2160-3715/2020.4150
8. Koehler, M.J., Mishra, P., Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193 (3), pp. 13-19. DOI: https://doi.org/10.1177/002205741319300303
9. Nozhovnik, O., Harbuza, T., Teslenko, N., Okhrimenko, O., Zalizniuk, V., Durdas, A. (2023). Chatbot gamified and automated management of L2 learning process using smart sender platform. International Journal of Educational Methodology, 9 (3), pp. 615-632. DOI: https://doi. org/10.12973/ijem.9.3.615
10. Oubibi, M., Zhao, W., Wang, Y., Zhou, Y., Jiang, Q., Li, Y., Qiao, L. (2022). Advances in research on technological, pedagogical, didactical, and social competencies of preservice TCFL teachers. Sustainability, 14 (4), Article 2045. DOI: https://doi.org/10.3390/su14042045
11. Rivera, E.S., Garden, C.L.P. (2021). Gamification for student engagement: a framework. Journal of Further and Higher Education, 45 (7), pp. 9991012. DOI: https://doi.org/10.1080/0309877X.2021.1875201
12. Rosenberg, J. (2012). Assessing Teachers' TPACK. TRACK ORG. Available at: https://matt-koehler.com/tpack2/assessing-teachers-tpack/
13. Schmidt, D.A., Baran, E., Thompson, A.D., Koehler, M.J., Mishra, P., Shin, T. (2014). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42 (2), pp. 123149. DOI: https://doi.org/10.1080/15391523.2009.10782544
14. Su, Y. (2023). Delving into EFL teachers' digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9 (6). Article e16361. DOI: https://doi.Org/10.1016/j.heliyon.2023.e16361
15. Supunya, N. (2023). A systematic review on ESP Teachers: Current focus, collaboration, and sustainability. REFLections, 30 (2), pp. 287-317. DOI: https://doi.org/10.61508/refl.v30i2.267295
16. Tondeur, J. (2018). Enhancing future teachers' competencies for technology integration in education: Turning theory into practice. Seminar. Net, 14 (2), pp. 216-224. DOI: https://doi.org/10.7577/seminar.2981
17. Tymbay, A. (2022). Balancing authentic content and “hot topic” discussions in an ESP classroom. ESP Today, 10 (2), pp. 310-328. DOI: https://doi.org/10.18485/esptoday.2022.10.2.6
18. Wood, L.N., Vu, T., Bower, M., Brown, N., Skalicky, J., Donovan, D., Loch, B., Joshi, N., Bloom, W. (2011). Professional development for teaching in higher education. International Journal of Mathematical Education in Science and Technology, 42 (7), pp. 997-1009. DOI: https://doi.org/10.1080/0020739X.2011.608864
Список використаних джерел
1. Alexander R. A dialogic teaching companion. Routledge, 2020. DOI: https://doi.org/10.4324/9781351040143
2. Brianza E., Schmid M., Tondeur J., Petko D. The digital silver lining of the pandemic: The impact on preservice teachers' technological knowledge and beliefs. Education and Information Technologies. 2023. № 29. Р. 1591-1616. DOI: https://doi.org/10.1007/s10639-023-11801-w
3. Bui H.P. Students' and teachers' perceptions of effective ESP teaching. Heliyon. 2022. № 8:9. Article e10628. DOI: https://doi.org/10.1016/j.heliyon.2022.e10628
4. Creswell J.W. Research design: Qualitative, quantitative, and mixed methods approaches. Sage, 2013. URL: http://www.ceil-conicet.gov.ar/wpcontent/uploads/2015/10/Creswell-Cap10.pdf.
5. Cubeles A., Riu D. The effective integration of ICTs in universities: the role of knowledge and academic experience of professors. Technology, Pedagogy and Education. 2018. № 27:3. Р. 339-349. DOI: https://doi.org/10.1080/1475939X.2018.1457978
6. Green C., Mynhier L., Banfill J., Edwards P., Kim J., Desjardins R. Preparing education for the crises of tomorrow: A framework for adaptability. International Review of Education. 2020. № 66. Р. 857-879. DOI: https://doi.org/10.1007/s11159-020-09878-3
7. Habibi A., Razak R.A., Yusop F.D., Mukminin A., Yaqin L.N. Factors affecting ICT integration during teaching practices: A multiple case study of three Indonesian universities. Qualitative Report. 2020. № 25:5. Р. 1127-1144. DOI: https://doi.org/10.46743/2160-3715/2020.4150
8. Koehler M.J., Mishra P., Cain W. What is technological pedagogical content knowledge (TPACK)? Journal of Education. 2013. № 193:3, Р. 13-19. DOI: https://doi.org/10.1177/002205741319300303
9. Nozhovnik O., Harbuza T., Teslenko N., Okhrimenko O., Zalizniuk V., Durdas A. Chatbot gamified and automated management of L2 learning process using smart sender platform. International Journal of Educational Methodology. 2023. № 9:3. Р. 615-632. DOI: https://doi.org/10.12973/ijem.9.3.615
10. Oubibi M., Zhao W., Wang Y., Zhou Y., Jiang Q., Li Y., Qiao L. Advances in research on technological, pedagogical, didactical, and social competencies of preservice TCFL teachers. Sustainability. 2022. № 14:4. Article 2045. DOI: https://doi.org/10.3390/su14042045
11. Rivera E.S., Garden C.L.P. Gamification for student engagement: a framework. Journal of Further and Higher Education. 2021. № 45:7. Р. 999-1012. DOI: https://doi.org/10.1080/0309877X.2021.1875201
12. Rosenberg J. Assessing Teachers' TPACK. TRACK ORG, 2012. URL: https://matt-koehler.com/tpack2/assessing-teachers-tpack/
13. Schmidt D.A., Baran E., Thompson A.D., Koehler M.J., Mishra P., Shin T. Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education. 2014. № 42:2. Р. 123-149. DOI: https://doi.org/10.1080/15391523.2009.10782544
14. Su Y. Delving into EFL teachers' digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon. 2023. № 9:6. Article e16361. DOI: https://doi.org/10.1016/j.heliyon.2023.e16361
15. Supunya N.A. Systematic review on ESP Teachers: Current focus, collaboration, and sustainability. REFLections. 2023. № 30:2. Р. 287-317. DOI: https://doi.org/10.61508/refl.v30i2.267295
16. Tondeur J. Enhancing future teachers' competencies for technology integration in education: Turning theory into practice. Seminar. Net. 2018. № 14:2. Р. 216-224. DOI: https://doi.org/10.7577/seminar.2981
17. Tymbay A. Balancing authentic content and “hot topic” discussions in an ESP classroom. ESP Today. 2022. № 10:2. Р. 310-328. DOI: https://doi.org/10.18485/esptoday.2022.10.2.6
18. Wood L.N., Vu T., Bower M., Brown N., Skalicky J., Donovan D., Loch B., Joshi N., Bloom W. Professional development for teaching in higher education. International Journal of Mathematical Education in Science and Technology. 2011. № 42:7, Р. 997-1009. DOI: https://doi.org/10.1080/0020739X.2011.608864
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