Journal articles on the topic 'Integrating technology in classrooms'
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Anthony Pragasam, Jane, and Nur Ainil Sulaiman. "Integrating Technology in ESL Reading Classroom: Accounting Pupils’ Perspectives." Arab World English Journal, no. 1 (January 20, 2023): 324–42. http://dx.doi.org/10.24093/awej/comm1.23.
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Technology integration in language teaching has become a more prominent option for more effective teaching and learning process. However, few studies have examined the use of technology in reading classrooms, especially in the Malaysian context. This study aims to investigate pupils’ perceptions of technology use in ESL (English as a second language) reading classrooms. In order to fulfill the research objective, the research question, ‘What is the perception of Year 6 primary school pupils on using technology in the reading classroom?’ was formulated to guide the study. The present study investigates the pupils’ perceptions towards the integration of technology in reading classrooms by collecting data from 70 participants of a semi-urban primary school in Pahang using a questionnaire that is adapted from the Technology Acceptance Model model. The findings indicated that pupils have positive perceptions towards the use of technology in reading classrooms in terms of perceived usefulness, perceived ease of use, attitude towards the use of technology and behavioural intention of using technology. Significantly, this study’s findings offer teachers and stakeholders with evidence to embrace technology in language teaching. Understanding pupils’ perceptions of technology use in reading in language learning classrooms provide significant information for teachers, school administrators and stakeholders
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Judge, Sharon Lesar. "Integrating Computer Technology Within Early Childhood Classrooms." Young Exceptional Children 5, no. 1 (October 2001): 20–26. http://dx.doi.org/10.1177/109625060100500103.
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Montgomery, Diane. "Integrating Technology With Instructional Frameworks to Support all Learners in Inclusive Classrooms." Open/Technology in Education, Society, and Scholarship Association Journal 2, no. 2 (December 30, 2022): 1–16. http://dx.doi.org/10.18357/otessaj.2022.2.2.31.
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In Ontario, as the number of students requiring special education support continues to rise, the transition to inclusive classrooms has become more challenging for teachers due to limited time and lack of resources and support in the classrooms. However, this study explored how eight elementary school teachers addressed these obstacles in their successful transitions to inclusion through the integration of technology, Universal Design for Learning (UDL) and the Response to Intervention (RTI) frameworks in both online and physical classrooms. Through online interviews and classroom observations, the teachers orally shared and demonstrated how technology could increase student engagement, differentiate instruction, provide students with alternative instruction and assessment methods, and build teacher capacity within the classrooms. Despite this successful integration of technology and instructional frameworks, inefficiencies were revealed in screening approaches and teachers’ access to streamlined assessment resources to identify the needs of students. A discussion examined the teachers’ barriers in supporting the needs of all learners with proposed technology-based considerations that may assist other teachers in their transitions to inclusive classrooms.
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Christensen, Rhonda, and Ottavia Trevisan. "Alignment of the synthesis of quality data (SQD) model, technology self-efficacy and TPACK Core measures in preparing pre-service teachers to integrate technology." Routledge Open Research 1 (October 21, 2022): 20. http://dx.doi.org/10.12688/routledgeopenres.17546.1.
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Preparing pre-service teachers to integrate technology in their future classrooms is a complex endeavor. Several factors known to affect the use of technology in the classroom include technology knowledge and skills, positive attitudes toward integrating technology, pedagogical expertise with technology and content knowledge in one or more disciplines. One strategy that has been used in many educator preparation programs has been to create a course that teaches how to integrate technology. Measuring the impact of these types of courses is important in determining whether they are meeting the needs of the pre-service teachers in their pursuit to integrate technology in a meaningful and effective way. This paper reports on the measurement and alignment of three aspects that impact pre-service technology integration - technology self-efficacy, strategies and experiences provided by the preparation programs, and the intersection of technology, content knowledge and pedagogy. Pre-service participants in a semester-long course focused on integrating technology gained significantly from pre to post on each of the scales, demonstrating an increase in technology self-efficacy, experiences related to technology during their program and confidence in fusing technology, content knowledge and pedagogy. In addition, the three measures focused on different areas of technology integration aligned to show relationships of the attributes important for using technology in their future classrooms.
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Yang, Harrison H., Lin Feng, and Jason MacLeod. "Understanding College Students’ Acceptance of Cloud Classrooms in Flipped Instruction: Integrating UTAUT and Connected Classroom Climate." Journal of Educational Computing Research 56, no. 8 (March 26, 2018): 1258–76. http://dx.doi.org/10.1177/0735633117746084.
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Cloud classrooms provide many advantages in higher education. However, little is known about the social influence of peer relationships on students’ acceptance of cloud classrooms. This study utilized structural equation modeling to examine a model that integrates the Universal Theory of Acceptance and Use of Technology (UTAUT) and Connected Classroom Climate (CCC). Effort expectancy, social influence, and CCC were found to significantly impact cloud classroom acceptance by college students. Performance expectancy and facilitating conditions, however, did not affect acceptance. These findings contribute understanding that can support decision-making for the cloud classroom, with particular emphasis on increasing college students’ acceptance and use of such technology. Administrators, researchers, and practitioners can use this knowledge to guide their implementation, improvement, and assessment of cloud classrooms. In addition, beyond the cloud classroom, our identification of this relationship between CCC and students’ acceptance represents new knowledge to guide other contexts of online learning.
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Tomei, Lawrence A. "Top Technologies for Integrating Online Instruction." International Journal of Online Pedagogy and Course Design 1, no. 1 (January 2011): 12–28. http://dx.doi.org/10.4018/ijopcd.2011010102.
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Online learning is the epitome of applied technology and should be integrated into as many levels of online curriculum as possible. To prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. Most importantly, teachers must know what works best in an online classroom situation, i.e., podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others. In this regard, this paper reviews specific technology-based tools that have demonstrated a rapid implementation in higher education in general and online learning specifically. In addition, it explores best practices that lead to the best use of these tools in the virtual classroom. Links to online videos demonstrating each technology are provided and an emphasis is placed on many real-world examples of how technology has already improved student learning. This paper calls for greater inclusion of specific technologies by teachers in the online classroom.
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Gcabashe, Nduduzo Brian, and Nokulunga Sethabile Ndlovu. "Exploring Business Studies Teachers’ Technology Self-Efficacy on their Technology Integration to Create Learner-Centred Teaching Environment." International Journal of Learning, Teaching and Educational Research 21, no. 12 (December 30, 2022): 238–59. http://dx.doi.org/10.26803/ijlter.21.12.13.
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Developments in technologies continue to influence the education sector. As a result, teachers’ instructional practices are influenced by the pervasiveness of technologies. Therefore, this study explores business studies teachers’ technology self-efficacy on their technology integration to create a learner-centred teaching environment. This is a qualitative study that is underpinned by interpretivism paradigm. Exploratory case study research design was adopted in this study and framed using Bandura’s Self-Efficacy Theory and Social Constructivism Theory. Six secondary schools in Mkhanyakude District in Kwa-Zulu Natal province of South Africa were randomly sampled. Six business studies teachers from the sampled schools participated in this study. One business studies teacher per school was selected. Semi-structured interviews and classroom observations were used to collect data from the participants. Data collected through interviews was analysed thematically while data generated through classroom observations was analysed descriptively. The study revealed that business studies teachers’ initial exposure to technologies had an impact on their technology self-efficacy. Furthermore, it was revealed that some business studies teachers attempted to integrate technologies to create learner-centred teaching environments in their classrooms, while some teachers sustained teacher-centred teaching environments. Therefore, this study concluded that business studies teachers’ technology self-efficacy does not influence how technology is integrated into their classrooms. The study recommended that business studies teachers be taken through continuous professional development programmes to help them understand how they can integrate technologies to promote learner-centred teaching environments. This would ensure consistency among teachers when integrating technologies in their classrooms and create a teaching environment that promotes learner involvement in their classroom practices.
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Soto, Melissa M., and Jace Hargis. "What a “tweet” idea!" Teaching Children Mathematics 24, no. 3 (November 2017): 200–203. http://dx.doi.org/10.5951/teacchilmath.24.3.0200.
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This article describes how Twitter can be used to engage students in mathematics both in and out of the classroom. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
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Orona, Cynthia, Vinson Carter, and Heather Kindall. "Understanding Standard Units of Measure." Teaching Children Mathematics 23, no. 8 (April 2017): 500–503. http://dx.doi.org/10.5951/teacchilmath.23.8.0500.
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This article applies STEM in a second-grade classroom by connecting literature and focusing on the mathematical concept of standard units of measure. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
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Sawyer, Amanda G., and Daniel L. Sawyer. "Student as Commentators." Teaching Children Mathematics 24, no. 5 (March 2018): 324–27. http://dx.doi.org/10.5951/teacchilmath.24.5.0324.
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This classroom activity uses Internet tools to help teach order of operations by critiquing adults' responses to a mathematical problem on Facebook®. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
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Conroy, Richard, and Rana Khan. "Integrating virtual internships into online classrooms." Journal of Commercial Biotechnology 15, no. 2 (October 21, 2008): 97–112. http://dx.doi.org/10.1057/jcb.2008.35.
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Sadaf, Ayesha. "Exploring Teachers' Value Beliefs of Integrating Digital Literacy in K-12 Classrooms." International Journal of Digital Literacy and Digital Competence 10, no. 2 (April 2019): 1–14. http://dx.doi.org/10.4018/ijdldc.2019040101.
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The purpose of the exploratory study was to investigate teacher value beliefs of integrating digital literacy into their classrooms. Participants were forty-six teachers enrolled in an educational technology course. Data was collected from online survey and asynchronous online discussions. Findings suggest that teachers' value beliefs for integrating digital literacy into their classrooms are influenced by increasing student motivation and engagement in the classroom, modernizing the curriculum, making it more relevant to the students, and building student ability to be thoughtful readers and interpreters of the media messages. These results recommend that professional development activities should emphasize the potential impact of digital literacy on student learning and to take advantage of specific digital tools that support teacher value beliefs.
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Mali, Yustinus Calvin Gai. "Teaching reflection of using technology in two Indonesian EFL classrooms: an autoethnography." Journal on English as a Foreign Language 12, no. 1 (January 19, 2022): 1–21. http://dx.doi.org/10.23971/jefl.v12i1.2860.
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Integrating technology in EFL writing classrooms is a trial-and-error process that requires teachers to reflect, constructively analyze their practices, and have the flexibility to make positive changes to their teaching with technology. Using various data sources of my students’ blog, written assignments, and online interactions, this qualitative autoethnography study reflects upon my experiences as a lecturer in integrating technology in two EFL writing classes at the English Language Education Program of a private university in Central Java, Indonesia. Based on my written reflections narrated in the findings’ section, I discussed five main themes (i.e., struggle, unsuitable choice of technology, not a magic stick, traditional ingredients, and learning from one another) as the answer to the research question of this study. Overall, these five themes detailed my teaching practices in the classrooms, personal feelings of using technology, teaching and learning challenges of using technology in the writing classes, and possible solutions to deal with those challenges. This study might illustrate how reflecting on teaching experiences allows teachers to be aware of what they did in a class, find areas that need improvement, and plan for teaching-related changes in their future classrooms. Meanings of integrating technology in the classrooms and recommendations for further research are presented.
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Delgado, Adolph, Liane Wardlow, Kimberly O’Malley, and Katherine McKnight. "Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms." Journal of Information Technology Education: Research 14 (2015): 397–416. http://dx.doi.org/10.28945/2298.
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There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.
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Tahmina, Tania. "ENHANCING MOTIVATION OF THE EFL LEARNERS BY INTEGRATING TECHNOLOGY." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 6, no. 2 (December 27, 2022): 262–68. http://dx.doi.org/10.30743/ll.v6i2.6196.
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Motivation plays an important role in EFL learning. For the twenty-first century technology-savvy learners, teachers can resort to advanced technology to enhance and sustain their motivation. The present study explores the motivational orientations of the undergraduate EFL learners of Jagannath University, Dhaka, Bangladesh and the teacher’s awareness to equip their learners with appropriate technological knowledge to ignite their motivation for learning English effectively. There were two research questions in this study. The first question was whether the learners were integratively or instrumentally motivated. The second question dealt with the contribution of technology-enhanced language pedagogy to assist the learners’ motivational orientations in the blended classrooms. To find out the first research question, a paired samples t-test was conducted. The findings revealed that students’ integrative motivation was noticeably higher than instrumental motivation. A semi-structured interview of the language teacher was taken to answer the second question. The findings revealed that the learners were integratively motivated and the language teacher arranged technologically equipped classroom in order that the students would feel an inner urge to learn the language enthusiastically.
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Keengwe, Jared, and Grace Onchwari. "Fostering Meaningful Student Learning Through Constructivist Pedagogy and Technology Integration." International Journal of Information and Communication Technology Education 7, no. 4 (October 2011): 1–10. http://dx.doi.org/10.4018/jicte.2011100101.
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While national statistics cite a remarkable improvement in technology tools and access to the Internet in most schools across the nation, many teachers are not integrating these tools into their instruction in ways that support and maximize student learning. Additionally, many teachers entering the workforce are far more likely to use computers for personal purposes rather than in the classroom (Keengwe, 2007; Keengwe & Onchwari, 2009). Consequently, there is need to motivate, train, and equip teachers with the skills, knowledge, and pedagogical framework to effectively teach with technology tools. This article reviews the constructivist pedagogical framework and the critical issues related to technology integration in schools. This article advocates the need for teachers to embrace constructivist teaching strategies to enhance meaningful teaching and learning in modern technology-rich classrooms.
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Al Mosawi, Athraa, and Esra Ahmed Wali. "Exploring the Potential of Mobile Applications to Support Learning and Engagement in Elementary Classes." International Journal of Mobile and Blended Learning 7, no. 2 (April 2015): 33–44. http://dx.doi.org/10.4018/ijmbl.2015040103.
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Mobile devices have integrated themselves in society where they are used naturally and invisibly by individuals. Despite the fact that these devices are available to teachers and learners, the traditional style of classes is still the dominant style. This research explores the utilization of mobile applications in traditional classroom settings, and how this affects students' learning and engagement. An action research project was conducted in Bahrain to study the differences between the utilization of mobile applications in a classroom setting in a private school, with more technology exposure, and in a public school, with limited technology exposure. The study found that the use of mobile applications in classrooms increased students' engagement despite differences in the utilization of technology. The study also found that integrating mobile applications in classrooms has the potential to enhance students' performance.
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Adara, Reza Anggriyashati, Rido Budiman, Novita Puspahaty, and Septia Dhama Yanti. "Using Digital Storytelling to Reduce Demotivation during Covid-19 Pandemic: A Conceptual Study." SALEE: Study of Applied Linguistics and English Education 3, no. 2 (July 18, 2022): 230–43. http://dx.doi.org/10.35961/salee.v3i2.506.
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It has been argued that demotivation can negatively affect learners’ interests in language learning. Thus, teaching strategies need to be performed in order to prevent or overcome demotivation. In this regard, using technology improves learners’ motivation and reduces demotivation. As a part of technology integration into language classrooms, digital storytelling can be one of the strategies taken to reduce learners’ demotivation. The present study is a conceptual study that aims to describe the potential benefits of integrating digital storytelling in EFL classrooms in trying times such as the Covid-19 pandemic. Besides discussing the merits of technology integration, especially digital storytelling in language classrooms, the present study will suggest strategies to integrate digital storytelling to increase motivation and decrease demotivation. The present study may merit educators and researchers interested in the discussions about using technology to minimize demotivation during challenging times such as the Covid-19 pandemic.
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Malecela, Issa Omar. "Integrating computer-related technology into instructional practice at a higher learning institution in Malaysia." IIUM Journal of Educational Studies 5, no. 1 (June 7, 2018): 76–92. http://dx.doi.org/10.31436/ijes.v5i1.152.
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Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classrooms. In-depth semi-structured interviews were conducted with two lecturers who are experts in foreign language and one from Instructional Technology field. In-depth semi structured interviews and observations became the main qualitative instruments for this study. The purpose of the study sought to reveal the pedagogical approach and types of Information technology adopted in the classrooms. This study addressed their awareness and issues related to the use of technology in the classroom. The results were thematized based on Web 2.0 tools integration, pedagogical approach in addressing higher order thinking skills and student career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness.
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Nutchey, David. "A Model Eliciting Framework For Integrating Mathematics And Robotics Learning." Southeast Asian Mathematics Education Journal 3, no. 1 (December 28, 2013): 39–54. http://dx.doi.org/10.46517/seamej.v3i1.24.
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Robotics is taught in many Australian ICT classrooms, in both primary and secondary schools. Robotics activities, including those developed using the LEGO Mindstorms NXT technology, are mathematics-rich and provide a fertile ground for learners to develop and extend their mathematical thinking. However, this context for learning mathematics is often under-exploited. In this paper a variant of the model construction sequence (Lesh, Cramer, Doerr, Post, & Zawojewski, 2003) is proposed, with the purpose of explicitly integrating robotics and mathematics teaching and learning. Lesh et al.’s model construction sequence and the model eliciting activities it embeds were initially researched in primary mathematics classrooms and more recently in university engineering courses. The model construction sequence involves learners working collaboratively upon product-focussed tasks, through which they develop and expose their conceptual understanding. The integrating model proposed in this paper has been used to design and analyse a sequence ofactivities in an Australian Year 4 classroom. In that sequence more traditional classroom learning was complemented by the programming of LEGO-based robots to ‘act out’ the addition and subtraction of simple fractions (tenths) on a number-line. The framework was found to be useful for planning the sequence of learning and, more importantly, provided the participating teacher with the ability to critically reflect upon robotics technology as a tool to scaffold the learning of mathematics.
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Hutchison, Amy C., and Lindsay Woodward. "Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers’ Instructional Practices." Teachers College Record: The Voice of Scholarship in Education 120, no. 10 (October 2018): 1–44. http://dx.doi.org/10.1177/016146811812001002.
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Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.
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Shaji, Sajna, and P. Nagaraj. "Integration of Technology in English Language Classrooms: A Research Review." Shanlax International Journal of English 9, S1-Dec2020 (December 22, 2020): 26–29. http://dx.doi.org/10.34293/english.v9is1-dec2020.3608.
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This article analyses the role of technology in education, particularly in English language classrooms. It also discusses about technology enhanced language learning and the theoretical background for the study. The impact of technology in language classrooms and in developing the four language skills is discussed. Technological assistance enhances the effectiveness of education process. A digital classroom can strengthen the cognitive, affective and psychomotor domains of learning. The article gives a glimpse of the impact of technological assistance in English language classrooms.
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Tovar Viera, Rodrigo, David Abrajan, and Johana Muso. "Analysis of Technological Pedagogical Content Knowledge (TPCK) in Higher Education." Revista Tecnológica - ESPOL 32, no. 2 (December 30, 2020): 59–66. http://dx.doi.org/10.37815/rte.v32n2.776.
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Information Communication Technology research reflects the degree of integration of digital tools in language teaching. One of the key aspects to digital technologies is that certain technologies have affordances and constraints when designing technology-based learning activities, resulting in classroom technology practices in teaching languages creating a new research area for practitioners and researchers. The present study investigates English teachers’ technological competences and perceptions of using technology, pedagogy, and content in their language classrooms. A survey was applied to gather information about the use of technological tools, the integration of technology, pedagogy, and content in teaching English as well as knowledge about their components. Results revealed that although teachers applied technology in lessons and had knowledge of digital technology, potential learning activities were often overlooked. Teachers were not sufficiently skilled in technology-related knowledge domain. Since English teachers reported difficulty integrating the Technological Pedagogical Content Knowledge framework to plan technology-rich language instructions skillfully, research outcomes suggest that such a framework is needed in training programs. This affords teachers practical opportunities integrate technology into their classroom teaching practices. Ideally, research findings will uncover pedagogical implications and applications for further research.
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Al-Gumaei, Gubran Saif, Khadeegha Alzouebi, and Hamdy Ahmed Abdelaziz. "The Islamic Studies Teachers' Perception of Integrating ICT Into the Teaching and Learning in the UAE Public Schools." International Journal of Technology Diffusion 10, no. 2 (April 2019): 69–82. http://dx.doi.org/10.4018/ijtd.2019040104.
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This article investigates Islamic Studies teachers' perceptions in integrating ICT, and the anticipated challenges faced when using ICT. Data was collected through a questionnaire and semi-structured interviews. A total of 62 teachers participated in an online questionnaire consisted of 48 questions. In addition, eight teachers participated in the interviews. The findings of this study revealed positive perceptions of both male and female teachers in the integration of technology in their classrooms. The results showed that there were no significant differences between male and female teachers in all parts of the questionnaire. It also indicated that there was a number of challenges hindered the teachers' use of technology in teaching. Based on the research findings, it was recommended that stakeholders and decision makers in the MOE implement relevant training programs for Islamic studies teachers, to upgrade integrating ICT in classrooms. In addition, this article gives insights into future research studies on the effective use of ICT by Islamic studies teachers.
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Gao, Ning, Yajun Chen, and Yunxia Bai. "Optimization Design and Implementation of Smart Multimedia College English Classroom Integrating Internet of Things Technology." Wireless Communications and Mobile Computing 2022 (September 21, 2022): 1–12. http://dx.doi.org/10.1155/2022/1695570.
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With the rise of the Internet of Things technology and the improvement of college teaching requirements, more and more schools gradually use multimedia to carry out teaching activities for students. However, in today’s teaching environment, teachers’ teaching activities still do not get rid of the traditional thinking mode, and there is no fundamental change in teaching contents. In this context, the application of smart multimedia college English classroom teaching integrating Internet of Things technology was born. This paper mainly studied the optimization effect of smart multimedia integrated with Internet of Things technology on college English classrooms. The students of Baotou Medical College were taken as the research object; first, carry out information perception and data mining analysis work related to English, and finally, carry out diversified and situational teaching through smart multimedia. The degree of effect of optimization is reflected by the changes in the scores of students with different English abilities before and after. This paper mainly studied the optimization of college English classrooms with smart multimedia integrated with IoT, and the effect of optimization was reflected by the changes in the scores of students in Baotou Medical College before and after the experiment with different English abilities. This paper selected 10 sophomore students in Baotou Medical College and used their final English test scores as the benchmark to make statistics on different ability scores. Then, these students were given smart multimedia English classroom teaching activities, and they were tested on their English scores; a comparative analysis of the performance of different students with different English language skills before and after the test had to be done. The results showed that after 30 days of smart multimedia teaching, the English ability of 10 students has been improved. Among them, the average score of listening comprehension increased by 10.2 points, with the largest increase of 53.7%, and the average score of written expression ability increased by 1.1 points, with the smallest increase of 15.3%. Through a specific analysis of its ability, it was concluded that in terms of listening comprehension ability, the score of student 5 was improved to 13 points, the largest increase was 86%, the score of student 2 was improved to 7 points, and the smallest increase was 28%. In terms of reading comprehension, student 4’s score increased by 9 points, the largest increase was 56%, and the scores of students 2 and 9 were 2 points; the smallest increase was 7%. To sum up, the smart multimedia in the framework of the Internet of Things technology has a positive feedback effect on the optimization of college English classrooms, and different students’ different English abilities have been improved to varying degrees. This provides some guiding suggestions for the subsequent changes in the learning modalities of the undergraduate English classroom.
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Vonesh, Megan, Rebecca Rulis, and Adel Al-Bataineh. "Integrating Technology in the Classroom." Ubiquitous Learning: An International Journal 3, no. 2 (2011): 163–74. http://dx.doi.org/10.18848/1835-9795/cgp/v03i02/40269.
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Rafool, Beth, Erin Sullivan, and Adel Al-Bataineh. "Integrating Technology into the Classroom." International Journal of Technology, Knowledge, and Society 8, no. 1 (2012): 57–72. http://dx.doi.org/10.18848/1832-3669/cgp/v08i01/56265.
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Looi, Chee-Kit, Wenli Chen, and Fang-Hao Chen. "Integrating Technology in the Classroom." International Journal of Web-Based Learning and Teaching Technologies 9, no. 3 (July 2014): 1–17. http://dx.doi.org/10.4018/ijwltt.2014070101.
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In this article, we studied the developmental trajectories of three teachers as they integrated GroupScribbles (GS) technology in their classroom lessons over a semester period of about 5 months. Coherency diagrams were used to capture the complex interplay of a teacher's knowledge (K), goals (G) and beliefs (B) in leveraging technology effectively in the classroom. The degree of coherency between the KGB region and the affordances of the technology provided an indication of the teacher's developmental progression through the initiation, implementation and maturation phases of using technology in the classroom. Our findings reveal that a low coherency state at the initial stage not only has a high tendency for single regression to happen but also a double regression, when further triggered by certain factors. Dominant stagnation among the low coherency states throughout the initial and implementation phases increases the difficulty of upward transition to high coherency states. Implications are drawn as to the importance of ensuring high coherency during the initial phase where opportunities for synergy between a teacher's KGBs and the affordances of the technology should be created as early as possible to minimize regression.
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Spanos, Tony, Cheryl M. Hansen, and Erika Daines. "Integrating Technology and Classroom Assessment." Foreign Language Annals 34, no. 4 (July 2001): 318–24. http://dx.doi.org/10.1111/j.1944-9720.2001.tb02063.x.
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Johnson, D. LaMont. "Integrating Technology in the Classroom." Computers in the Schools 13, no. 1-2 (June 18, 1997): 1–5. http://dx.doi.org/10.1300/j025v13n01_01.
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Huang, Lu. "An Empirical Study of Integrating Information Technology in English Teaching in Artificial Intelligence Era." Scientific Programming 2022 (May 29, 2022): 1–5. http://dx.doi.org/10.1155/2022/6775097.
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Affordance of information technology in artificial intelligence era is accelerating its increasing integration into English teaching all over the world. However, the implementation of integrating information and communication technology requires the transformation of teaching concepts, the optimization of teaching strategies, and the innovation of teaching methods.This empirical study, which is based on analysis of status quo of college English teaching modes in China, aims to explore pedagogical challeges and motivate English teachers to take initiative to transform their clarssrooms with technology. It further proposes a framework as well as some innovative strategies in implementing the reform in college English classrooms. An exploratory study was conducted using the framework, indicating that integrating information communication technology into education can greaty enhance teaching efficiency, effectively improve learning outcomes, and promote students’ positive attitude towards learning.
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Huang, Li-Shing, Jui-Yuan Su, and Tsang-Long Pao. "A Context Aware Smart Classroom Architecture for Smart Campuses." Applied Sciences 9, no. 9 (May 3, 2019): 1837. http://dx.doi.org/10.3390/app9091837.
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The Smart campus is a concept of an education institute using technologies, such as information systems, internet of things (IoT), and context-aware computing, to support learning, teaching, and administrative activities. Classrooms are important building blocks of a school campus. Therefore, a feasible architecture for building and running smart classrooms is essential for a smart campus. However, most studies related to the smart classroom are focused on studying or addressing particular technical or educational issues, such as networking, AI applications, lecture quality, and user responses to technology. In this study, an architecture for building and running context-aware smart classrooms is proposed. The proposed architecture consists of three parts including a prototype of a context-aware smart classroom, a model for technology integration, and supporting measures for the operation of smart classrooms in this architecture. The classroom prototype was designed based on our study results and a smart classroom project in Ming Chuan University (MCU). The integration model was a layered model uses Raspberry Pi in the bottom layer of the model to integrate underlying technologies and provide application interfaces to the higher layer applications for the ease of building context-aware smart classroom applications. As a result, application interfaces were implemented using Raspberry Pi based on the proposed technology integration model, and a context-aware energy-saving smart classroom application was implemented based on the proposed classroom prototype and the implemented web application interface. The result shows that, in terms of technology, the proposed architecture is feasible for building context-aware smart classrooms in smart campuses.
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SABITHA and PREM CHANDRIKA. "Integrating E-Reading Into Traditional Classrooms Of Budding Engineers." Think India 22, no. 2 (October 16, 2019): 458–62. http://dx.doi.org/10.26643/think-india.v22i2.8750.
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The paper focuses on the need of E-Reading and integration of E-Reading into the classrooms with Information Technology Enabled Services (ITES).Computer has the potential to become the amazing teaching tool. Besides the written text the technical way of learning has quality, rhythm, tenor and pitch. These parameters vary as per the moods of the teacher in the traditional classrooms. But in the e-learning there is no mood swings to the inanimate objects like video or audio. So, it is the teachers’ ingenuity to select the suitable e-content to the students and make use of the instruments to the fullest extent for the benefit of the students. The ultimate goal of the teacher is to make the learners as independent readers.
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Abugohar, Mohammed Abdulgalil, Kamariah Yunus, Ghaleb Rabab'ah, and Tarig Awad Eltahir Ahmed. "Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 10 (September 25, 2019): 150. http://dx.doi.org/10.3991/ijim.v13i10.10783.
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<p>The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply overview available handheld technologies and their features that can enable teachers in their mission. It investigates the synergy of a group of mobile devices of smartphones, tablets, iPods, iPads, E-readers, and classroom response systems, among others. These devices have been effective in everyday activities, and are expected to enrich ELT, especially in communities where there is a lack of community of practice (CoP) on the target language. To this aim, this paper was cored around reviewing the potential handheld technologies have in language classrooms. The main data were obtained from the rich body of literature, shedding more light on their properties in creating interactive communication in and out of classrooms. The findings revealed that handheld technologies can be successfully integrated into English language teaching and learning. Pedagogically, teachers are encouraged to exploit mobile devices into their classroom practices after closely testing their specifications, and scanning their advantages and shortcomings.</p>
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Powell, Bryan. "The integration of music technology into popular music ensembles: Perspectives of modern band teachers." Journal of Music, Technology and Education 12, no. 3 (December 1, 2019): 297–310. http://dx.doi.org/10.1386/jmte_00012_1.
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The increased presence of technology into music education classrooms has coincided to some extent with the increased presence of popular music into school music spaces, especially in the United States. This study examined the integration of music technologies into K-12 (ages 5‐18) popular music programmes in New York City (NYC). One hundred sixty-eight music teachers responded to a survey, all of whom had previously participated in a modern band workshop as part of the Amp Up NYC initiative. Results of the study found that many of the challenges of incorporating music technology into modern bands, including lack of access to technology or faulty hardware, are not unique to popular music ensembles. Some of the successes mentioned by the teachers, including songwriting, beat-making and increased student agency, provide a glimpse into the benefits that integrating music technology into modern band classrooms can offer.
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Safarova, Fotima. "Using the web 2.0 to enhance teaching english and learning experience in classrooms." Общество и инновации 2, no. 10/S (December 7, 2021): 361–65. http://dx.doi.org/10.47689/2181-1415-vol2-iss10/s-pp361-365.
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The successful technology has been successfully applied for many years. Many ESL students have taken advantage of this to learn to speak fluently. ESL educators are now integrating Web 2.0 into classrooms. According to O'Reilly (2005), this type of technology improves end-user interaction. Therefore, teachers use Web 2.0 and an "engine" based on blogs, wikis and podcasts, with many opportunities for students. Web 2.0 offers students various activities that improve their learning and at the same time motivate them. Power tools are ubiquitous in Web 2.0 and complement the learning process by providing ESL students with an alternative to working with technologies they are familiar with. Classroom technology has been successfully applied for many years. Many ESL students have benefited from this in order to achieve fluency. ESL educators are now integrating Web 2.0 into classrooms. According to O'Reilly (2005), this type of technology enhances the end-user experience. With this in mind, educators are using Web 2.0 and a blog, wiki, and podcast-based engine with many opportunities for learners. Web 2.0 offers the student a variety of activities that enhance their learning and at the same time motivate them. Power tools are ubiquitous on Web 2.0 and augment the learning process by providing ESL students with an alternative to working with the technologies they are familiar with.
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Stoilescu, Dorian. "Exploring Challenges in Integrating ICT in Secondary Mathematics with TPACK." Southeast Asian Mathematics Education Journal 4, no. 1 (December 27, 2014): 35–56. http://dx.doi.org/10.46517/seamej.v4i1.28.
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This paper describes challenges encountered by three experienced secondary mathematics teachers when they try to integrate ICT in their classrooms. This study is based on the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2) knowledge of instructional strategies and representations for teaching, 3) knowledge of students’ knowledge of technology; and 4) knowledge of curriculum and curriculum materials that integrate technology with learning. By using this analysis, we explore the challenges that teachers face on each of the four levels of integration ICT and suggest waysof improving these strategies in mathematical instruction.
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Montgomery, Diane. "The Integration of Technology with UDL and RTI in Inclusive Classrooms." Open/Technology in Education, Society, and Scholarship Association Conference 2, no. 1 (December 23, 2022): 1–5. http://dx.doi.org/10.18357/otessac.2022.2.1.70.
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The transition to inclusive classrooms in Ontario meant classroom environments had to adapt to the needs of students instead of students being expected to adapt to a standardized curriculum (Parekh, 2018). Although challenges existed in the implementation of this student centered approach, some teachers addressed these obstacles through the use of technology, Universal Design for Learning (UDL) and the Response to Intervention (RTI) frameworks. The transition to inclusive classrooms in Ontario meant classroom environments had to adapt to the needs of students instead of students being expected to adapt to a standardized curriculum (Parekh, 2018). Although challenges existed in the implementation of this student-centered approach, some teachers addressed these obstacles through the use of technology, Universal Design for Learning (UDL) and the Response to Intervention (RTI) frameworks. This paper combined two studies which included both teachers' and students' perspectives of inclusive classrooms. The primary study examined the instructional practices of eight elementary school teachers who experienced successful transitions to inclusion in bricks and mortar and virtual classrooms. The second study explored the experiences of students with and without disabilities who participated in virtual learning during the COVID-19 pandemic. Through online interviews and classroom observations, the teachers demonstrated how technology could increase student engagement, differentiate instruction, and provide students with alternative instruction and assessment methods. However, inconsistencies were revealed in screening approaches to identify the needs of students and monitor students' progress. The students engaged in multiple options of learning with some experiences more positive than others. The paper concludes with a summary of technology-based inclusive practices shared by teachers and students.
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Keeler, Christy G., and Eric Langhorst. "From PowerPoint to Podcasts: Integrating Technology into the Social Studies." Social Studies Research and Practice 3, no. 1 (March 1, 2008): 164–76. http://dx.doi.org/10.1108/ssrp-01-2008-b0014.
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This article begins with a discussion of the need to integrate technology into K-12 social studies classrooms and continues by introducing and providing social studies-based examples of the Moersch Levels of Technology Integration (LoTi) framework. The authors argue that LoTi levels do not coincide with teachers’ needed technology skill levels. As a result, the article offers suggestions for encouraging adjustment toward greater technology-infused social studies instructional methods based on teacher skill level. Using text and tabular formats, the authors provide numerous technology integration methods for social studies teachers who are “Starting Out Easy,” “Taking the Next Step,” or “Beginning to Excel” with technology.
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Anthony, Anika B., and Lawrence M. Clark. "Examining Dilemmas of Practice Associated With the Integration of Technology Into Mathematics Classrooms Serving Urban Students." Urban Education 46, no. 6 (August 22, 2011): 1300–1331. http://dx.doi.org/10.1177/0042085911416015.
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This article contributes to research on contextual influences on technology integration in urban mathematics classrooms through an investigation of five middle-grade teachers’ participation in a laptop program. Drawing on activity theory, findings illuminate teachers’ dilemmas and coping strategies in their efforts to integrate technology. Dilemmas of practice included (a) determining the role of technology, (b) meeting misaligned expectations, and (c) gaining knowledge and skills despite limited professional development. Coping strategies included (a) integrating multiple institutional goals, (b) breaking rules, and (c) redistributing instructional responsibilities across colleagues and students. Implications for administrative practice, teacher education, and future research are discussed.
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Hanımoğlu, Egemen. "The Impact Technology Has Had on High School Education over the Years." World Journal of Education 8, no. 6 (December 17, 2018): 96. http://dx.doi.org/10.5430/wje.v8n6p96.
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Technology in secondary school is of great importance to students and teachers. School management teams focus onensuring that learners have access to computers during the high school years. The existence of the internet has led toan increase in the drive to promote the availability of computers to all high school scholars. For instance, wiring theinstitutions and classrooms is a measure adopted to improve access to quality education facilitated by internet use.Through technology, various concepts related to learning can be shared easily. Integration of IT in learning processrequires practical skills and access to technological tools for teachers. Therefore, many academic institutions havesignificantly invested in the purchase of equipment. The current study analyses various literature focusing on theroles that technology has played on high school education over the years. The critical area to focus on includestechnology and interaction of teachers, students, benefits of the technology, as well as possible drawbacks.Accordingly, integrating online learning and teaching activities plays a crucial role in accommodating student'sdiverse learning styles. In addition, such strategies can assist leaner's to work before or after school, unlike inconditions where only classroom learning occurs.
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Morgan, Joseph John, and Tracy Spies. "Integrating Blended Learning in Middle School ELA Classrooms to Support Diverse Learners." Journal of School Administration Research and Development 5, no. 1 (March 20, 2020): 44–51. http://dx.doi.org/10.32674/jsard.v5i1.2112.
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The current focus of education is on preparing diverse student populations for college and career readiness. One critical aspect of this preparation is the development of 21st-century learning skills that integrate technology to support students in becoming active members of a globalized society. According to theNational Assessment of Educational Progress, however, English learners (ELs) and students with disabilities(SWDs) are underprepared to use technology to enhance their learning. Therefore, it is important for schools to find ways to integrate critical technology skills with academic instruction in the education of cognitively and linguistically diverse learners. School leaders are essential to the establishment of this instruction. This paper provides lessons learned from a professional development project focused on training middle school English language arts teachers in the integration of blended learning activities to support these diverse learners. These lessons, with supporting data, are discussed along with implications and recommendations for school leaders focused on providing access to critical 21st-century learning skills.
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Kim, Choi, and Lee. "Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning." Education Sciences 9, no. 2 (April 23, 2019): 87. http://dx.doi.org/10.3390/educsci9020087.
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We investigated teachers’ perceptions and behaviors regarding the integration of tablets into their activities in the one-to-one classroom. The use of tablets in classroom instruction can enrich the pedagogical quality of students’ collaborative activities, enhance classroom engagement, and facilitate various classroom activities. Seven focus group interviews were conducted with 37 teachers from seven rural public schools in Korea. Data were mostly generated using semi-structured interviews and were then analyzed using content analysis. Our results show that teachers made efforts to incorporate various interactive activities into the classroom using tablets. With technology tailored to one-to-one environments, interactive instruction was based on teachers’ perceptions of the unique advantages of the tablets and relevant technologies. The teachers reported that instruction using one-to-one technology could enhance each student’s engagement. However, the teachers faced multiple challenges in using tablets in terms of meeting their instructional objectives or teaching goals in the context of classroom teaching. In tablet-integrated classes, the teachers reported curriculum completion issues and the need for a longer period of teacher training before tablet integration. This study is valuable because few studies discuss the role of teachers with regard to their pedagogical experiences with tablet-integrated classrooms in the context of one-to-one computing activities.
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Lee, Mi Yeon. "Using Weather to Teach Graphing." Teaching Children Mathematics 21, no. 4 (November 2014): 249–53. http://dx.doi.org/10.5951/teacchilmath.21.4.0249.
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This multipurpose activity can be used in STEM education with elementary school students to reinforce scientific concepts of such weather components as temperature, precipitation, clouds, and wind by integrating manipulation of online apps (technology), knowledge of graphing and data analysis (mathematics), and creation of a wind vane (engineering). iSTEM: Integrating Science Technology Engineering in the Mathematics authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K—grade 6 classrooms.
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Timmerman, Maria. "Using the Internet: Are Prospective Elementary Teachers Prepared to Teach with Technology?" Teaching Children Mathematics 10, no. 8 (April 2004): 410–15. http://dx.doi.org/10.5951/tcm.10.8.0410.
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The 1998 International Society for Technology in Education (ISTE) survey on technology use in teacher education reported that one computer exists for every five students in K–12 schools in the United States. To be ready to enter these technological classrooms, prospective teachers need course experiences that incorporate educational technology for classroom teaching in meaningful ways. In teacher education programs, however, the task of integrating the use of educational technology with reform-oriented learning theories and pedagogy is not trivial (Niederhauser, Salem, and Fields 1999; Willis 1998). Different uses of educational technology lead to multiple views of learning, which affect how topics are taught and learned. Transforming curricula and pedagogy to take advantage of technology is a labor-intensive and time-consuming process. The Congressional Office of Technology Assessment (OTA 1995) reported that only 3 percent of teacher education graduates indicated they were “very well prepared” to teach with technology. More recently, the ISTE (1999) survey on technology use in teacher education documented that taking separate information technology courses had no significant effect on prospective teachers' integration of technology in teaching or their technological skills.
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Al-khresheh, Mohammad H. "Revisiting the Effectiveness of Blackboard Learning Management System in Teaching English in the Era of COVID-19." World Journal of English Language 12, no. 1 (October 7, 2021): 1. http://dx.doi.org/10.5430/wjel.v12n1p1.
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The study carries out a detailed review of the overall impact of deploying the Blackboard online platform in the EFL teaching-learning process. In pursuing this aim, this study has followed the narrative literature approach, using analytical and comparative techniques as primary research methods. Numerous studies have been analysed thoroughly to conclude whether these technology-oriented tools directly affect the EFL teaching-learning process. The study also provides a definitive opinion regarding the usefulness of blackboard technology. The analysis of literature pointed out that EFL classes were positively influenced when Blackboard technology was utilised. Blackboard technology’s advantages in EFL were found to outnumber their disadvantages. However, technical challenges remain in integrating this technology successfully into modern classrooms. It should also be noted that while such technology-based teaching tools are a step in the right direction, they should not be considered as a perfect replacement for time-tested teacher-student classroom interactions that happen organically in classrooms. Additional preparation is also required from both teachers and students to make a meaningful contribution to such technology-oriented classes. Particularly, teachers need much training, encouragement, and support to move towards further advanced and collaborating pedagogies online.
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Pokay, Patricia A., and Carla Tayeh. "Integrating Technology in a Geometry Classroom." Computers in the Schools 13, no. 1-2 (June 18, 1997): 117–23. http://dx.doi.org/10.1300/j025v13n01_13.
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Durmus, Soner, and Mehmet Akif Karabork. "Redesigning Caesar's Wheel with a modeling perspective." Teaching Children Mathematics 23, no. 4 (November 2016): 252–57. http://dx.doi.org/10.5951/teacchilmath.23.4.0252.
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Use this example of a model-eliciting activity to teach cryptology. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
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Ma, Mingyan, Nooreen Noordin, and Abu Bakar Razali. "Effect of Educational Technology on Students’ Foreign Language Anxiety: A Thematic Literature Review." World Journal of English Language 12, no. 6 (August 30, 2022): 361. http://dx.doi.org/10.5430/wjel.v12n6p361.
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Foreign language anxiety (FLA), as a common affective filter, has impeded the language learning process. In order to reduce the FLA, researchers have explored several methods via enhancing language learning settings. Technology as a crucial tool in improving the learning environment has been considered on this topic as well. However, the results of these empirical studies are inconsistent. After reviewing 24 relevant experimental and quasi-experimental research articles from 2016 to 2021 and calculating the effect size for each article, it is evident that 46% of studies reported that technology-assisted instruction significantly decreased FLA, and 54% had no significant effect on FLA. Therefore, this paper aimed to examine the overall effect size on the topic and explore the moderators that caused these inconsistent results through examining five potential moderators (technology type, using methods for integrating technology into a foreign language classroom, exposure duration of technology in experimental groups, FLA type and target language) from the reviewed studies, which are based on the sources of FLA (Young, 1991; Yan & Horwitz, 2008). Two moderators (using methods for integrating technology into foreign language classrooms and target language) were found to get significant predictions on the effect of technology on students' FLA, p<0.05. These findings provide educators, researchers, and practitioners a new direction for future research on different methods of teaching the target language using suitable technology in the classroom.
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Mali, Yustinus Calvin Gai. "PERSONALIZING POTENTIALS OF WEBLOG IN EFL CLASSROOMS." ELTR Journal 3, no. 1 (January 26, 2019): 73–81. http://dx.doi.org/10.37147/eltr.v3i1.61.
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A weblog (also called a blog) has been pervasively used as an alternative language learning technology in English as a Foreign Language (EFL) settings. However, there are still limited attempts to shed more lights on the (a) integration of various applications in the blog and (b) how they can be maximized for teaching and learning purposes in the context of Indonesian higher education. Therefore, this study aims to explore issues concerning the use of a tutor blog run in an English Education Study Program of a private university. The exploration focuses on the potentials of the tutor blog and their relevance to current blogging activities as well as draws on related literature and reflective experiences in utilizing the blog in EFL classrooms. This study seems to confirm the potentials of the tutor blog, as asserted by Campbell (2003). The analysis also reveals some possibilities of integrating the blog into other technological applications, which should be beneficial for pre-service and in-service EFL teachers who wish to utilize blogs to support their pedagogical agendas. The study concludes with directions for further studies.