Annotated Bibliography_4
Ahmet, G., & Birikim, O. (2007, May). Technology Use in Language Teaching: The Case of Foreign Language Teaching in Tömer. Paper presented at the International Educational Technology Conference (IETC), Nicosia, Turkish Republic of Northern Cyprus. Retrieved July 18, 2008, from Education Resources Information Center (ED500158).
Two concerns have arisen from the studies on use of technology by the foreign language teachers. First, it is observed that the teachers may effectively use computers in their daily lives however they face difficulties in adapting their computer knowledge to their teaching work. Secondly, in many research studies, it is reported that the teachers do not even use email and the Internet effectively which are the tools necessary for good use of integrative CALL (Computer Aided Language Learning)
It is widely accepted by the researchers conducting studies in the field of CALL in Turkey that technology is not being used in the majority of the classrooms all over the country. Due to its highly innovative nature, the use of technology in the case of foreign language teaching in private sector has not been widely focused on to generalize findings on this specific aspect. Further, research on teachers’ beliefs has established that stereotypes of teachers can be one of the most effective influences on their practices. This case study, therefore, intends to determine use of and beliefs about computers of teachers in a private educational institution in Turkey which is namely TÖMER.
The purpose of this qualitative study is to find out the opinions of the language teachers at Foreign Language Teaching Center of Ankara University (TÖMER) on CALL. There are two main dimensions that have been emphasized: (a) the use of computers in foreign language teaching for the administrative purposes, and (b) use of computers for teaching or pedagogical purposes. Eight teachers interviewed on the above two dimensions and the outcomes analyzed to conduct this case study. In the other word, the research questions are: (a) how use the computers in foreign language teaching for the administrative purpose, (b) how use the computers for teaching or pedagogical purpose?
The sample of this research is 8 teachers at TÖMER. This sample especially emphasis on maintaining the multiplicity of interviewees and great sensitivity has been shown with regard to the gender, experience and the language that they teach. Four of the teachers were male and the others were female and each one of them teaches one of the following languages; English, French, German, Turkish, Italia, and Greek. A semi structured interview guide used as an instrument of data collection.
The instrument has been identified based on reliability and validity analysis of the tools found in the literature. Expert opinion was taken for reliability purposes; the interview guide has been evaluated by a foreign language teaching specialist and an educational technologist. Data analysis used in this research is content analysis. Researchers start their research study from a specific conceptual framework and problematize research through a main problem and sub problems associated. Main categories of data collection have been identified beforehand. The outcomes of the interviews have been grouped under those categories and analyzed accordingly.
Based on the use of computers for administrative purposes, teachers use computers frequently for the purposes of preparing grades, developing lesson plans, preparing work sheets for students and finding additional materials from the internet. Although not frequently, they do use computers for calculating student grades, preparing the student attendance lists, and for sharing files with their colleagues. The teachers state that they use computers at least 5 hours and at most 10 hours a week. Based on the use of computers for educational purposes, the impact of the use of computers on developing language skills are: the computers have a positive effect on reading skills, develop vocabulary, and listening skills of the students. But all the teachers stated that the computers do not have an effect on developing oral skills. Teachers at TÖMER have both positive and negative opinions on using computers in their courses. It is important that the teachers seek best ways of using computers in their courses to increase the effectiveness. They assert that the teachers should be aware of the negative aspects of using computers in language teaching and work hard to get rid of them.
The conclusion seems that teachers emphasized the importance of using the computers as tools while teaching foreign languages, however they mainly use them for administrative purposes. According with Alyaz (2003) it is stated that literacy and internet literacy in computer aided language learning; computers have positive effects in foreign language teaching especially in administrative aspects. Using computer technology (both online and offline software tools) in language teaching, as stated by Cembalo (2001), experienced the teachers both positive and negative feelings. Teachers at TÖMER think that using computers in foreign language teaching and in other aspects of education is a revolutionary change in education. It is sometimes forgotten that computers are just tools helping the teachers and some people tend to act as if computers have replaced the teachers. In such cases, the interaction between the teacher and the student and among the students themselves cannot be actualized. This results in the fact that the teachers may state the importance of using computers in their classrooms but unfortunately it is observed that they are not ambitious of doing this so.
I found two basic weaknesses in this research. First, in the design research, researcher expressed that sample was differentiated by gender. But there was not any explanation about the sample based on gender in research result, discussion, and conclusion. Second, to use other research with different variable is not precise. The other research used specific variable (i.e. the use of technology in reading or writing skills), while the variable used in this research is too wide, that is the use of technology in administration and education.
Values of the research to our group project are as follow. Recently, there is a must to use technology in classrooms. This research gives us insight that technology is merely a tool for teaching. Technology cannot replace the teachers’ existence. In education, the interaction between teacher and the student is the primary thing, the most valuable one. This research gives the teachers clues how to use technology wisely. This research also gives insight that technology is helpful in administration. So far, teachers in Indonesia are traditionally busy in administrative affairs. Thus, technology will assist teacher to develop their skills and professional development***agepe.
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