THE NOTIONS OF ENGLISH LANGUAGE AND RESEARCH INSTRUCTORS ON THE IMPACT OF DIGITAL TECHNOLOGIES ON THE RESEARCH WRITING PROCESS OF THEIR COLLEGE STUDENTS

Yvonne P. Velasco, Mary Ann V. Dolor

Abstract


This is a descriptive study investigating teachers’ view on the impact of digital technologies on the research writing of their students. Using Mishra and Koehler’s (2006) TPCK model as framework, a probe was made on how technology and content are related and how pedagogical strategies in research relates to the use of technology in the classroom. The results reveal that teachers generally viewed the impact of digital technologies as positive but also showed misgivings on some aspects of technology use. The results have significant impact on the ICT policy currently being implemented in most state-run schools in the Philippines.

Keywords: digital technologies, teacher perceptions, college research, ICT policy

Full Text:

PDF

References


Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact report: A Review of Studies of ICT impact on schools in Europe. European Schoolnet.

Civil Engineering Board Examinations. (2013). (retrieved on August 14, 2013 from www.chmsc.com.ph)

David, P. A (2004), Toward a Cyber infrastructure from Enhanced Scientific. Internet Institute.

Deaney, R., Ruthven, K., & Hennessy, S. (2005). Teachers’ developing practical theories of the contribution of information and communication technologies to subject teaching and learning: an analysis of cases from English secondary schools. British Educational Research Journal, 32(3), 459-480.

Fleener, M. J. (2002). Curriculum dynamics: Recreating heart. New York: Peter Lang.

Gee, J. P. (2003). What video games have to teach us about learning and literacy, New York: Palgrave Macmillan.

Hadley, N., Eisenwine, M. J., Hakes, J. A., & Hines, C. (2002). Technology infusion in the curriculum: Thinking outside the box. Curriculum and Teaching Dialogue 4(1), 5-13.

Liu, S-H. (2010). Factors Related to Pedagogical Beliefs of Teachers and Technology Integration. Computers & Education (5)6, 1012-1022.

Mackenzie, J. (1999). How teachers learn technology best. Bellingham WA: FNO Press.

McCannon, M., & Crews, T. B. (2000). Assessing the technology training needs of elementary school teachers. Journal of Technology and Teacher Education, (8)2, 111-121.

Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007. Chesapeake, VA: AACE.

Padgett, D.L. & Conceicao-Runlee, S. (2000). Designing a faculty development program on technology: If you build it, will they come? Journal of Social Work Education, 36(2), 325-333.

Pinar, W. F., & Irwin, R. L. (Eds.). (2005). Curriculum in a new key: The collected works of Ted Aoki. Mahwah, NJ: Lawrence Erlbaum.

Roblyer, M.D & Edwards, J. (2000). Integrating educational technology into teaching. Upper Saddle River, New Jersey: Prentice – Hall.

Schellens, T., & Valcke, M. (2006). Fostering knowledge construction in university students through asynchronous discussion groups. Computers and Education, 46, 349–370.

Shulman, L. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, (15)2, 4-14.

Smerdon, B., & Cronen, S. (2000). Teachers' tools for the 21st century: A report on teachers' use of technology. Retrieved August 10, 2013 from http://nces.ed.gov

Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. California: Sage Publications, Inc. Suther

Swan, K., Bowman, J.E., Jr., Holmes, A., Vargas, J.D., & Richardson, J. (2000). Technology, professional development, and the culture of the schools. Paper presented at the annual meeting of the American educational Research Association, New Orleans.

Swan, K., Holmes, A., Vargas, J., Jennings, S., Meier, E., & Rubenfeld, L., (2002). Situated professional development and technology integration: The CATIE mentoring program. Journal of Technology and Teacher Education, 10(2), 169-190.

Sutherland, V. Armstrong, S. Barnes, R. Brawn, & N. Breeze, (2004). Transforming teaching and learning: embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20(6), [retrieved on August 13, 2013 from http://www.tlrp.org/pub/documents/Sutherland_RB_19.pdf]

UNESCO. (2006). ICT in Education. (Retrieved August 12th, 2013 from http://portal.unesco.org/ci/en/ev.php)

UNESCO. (2002). ICT in Education. (Retrieved August 13rd, 2013 from http://portal.unesco.org/ci/en/ev.php)

Vasu, E. & Atkins, N. (2000). Measuring Knowledge of Technology Usage and Stages of Concern about Computing: A Study of Middle School Teachers. Journal of Technology and Teacher Education, 8(4), 279-302.

Wenglinsky, H. (2000). How teaching matters: bringing the classroom back into discussions of teacher quality. (Policy Information Center Report from the Milken Family Foundation and Educational Testing Service) Princeton, N.J.: Milken Foundation.

Willis, G. (1991). Phenomenological inquiry: Life-world perceptions. In E. C. Short (Ed.), Forms of Curriculum Inquiry. Albany: State University of New York Press.




DOI: https://doi.org/10.25134/erjee.v5i1.392

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 English Review: Journal of English Education