KMC Journal,
Год журнала:
2024,
Номер
6(2), С. 106 - 127
Опубликована: Авг. 27, 2024
Incorporating
digital
technologies
into
English
Language
Teaching
(ELT)
has
become
an
essential
aspect
for
enhancing
teaching
and
learning
experiences.
This
hermeneutic
phenomenological
study
explores
the
experiences
of
four
university-level
language
teacher
educators
in
Darchula
regarding
integrating
ELT.
Utilising
semi-structured
interviews
thematic
analysis
guided
by
DigCompEdu
Framework,
research
reveals
educators’
lived
with
technology
integration.
The
findings
highlight
how
tools
are
employed
to
improve
experiences,
boost
student
engagement,
enhance
access
educational
materials,
create
dynamic
interactive
environments.
Despite
these
benefits,
also
underscores
need
address
technical
challenges
adopt
a
balanced
approach
using
online
resources
maximize
advantages
while
mitigating
potential
drawbacks.
By
providing
policymakers
Nepal
insights
significance
framework,
this
article
aims
promote
more
effective
integration
ELT
classrooms.
Región Científica,
Год журнала:
2023,
Номер
unknown
Опубликована: Июль 4, 2023
Currently,
the
role
of
teacher
in
education
and
its
relationship
with
technological,
information,
communication
competencies
is
subject
much
attention
educational
contexts.
Thus,
objective
this
study
was
to
describe
results
concurrent
mixed
research,
which
evaluated
digital
aptitude
teachers
concerning
ICT
skills
from
a
theoretical
perspective
established
by
UNESCO
MEN.
Therefore,
conducted
participation
Faculty
Economics
Administrative
Sciences
University
La
Guajira,
Colombia,
know
how
they
assumed
their
professional
development
technological
XXI
century.
The
identifies
very
moderate
use
active
strategies
didactics
supported
ICT.
Likewise,
limitations
are
found
classrooms
regarding
infrastructure
connectivity,
hinder
integration
ICTs
academic
student
environment.
Scandinavian Journal of Educational Research,
Год журнала:
2024,
Номер
unknown, С. 1 - 15
Опубликована: Март 25, 2024
Preparing
student
teachers
for
a
profession
that
continuously
changes
in
relation
to
digitalisation
is
global
challenge.
By
analysing
survey
data
about
how
teacher
educators
(N
=
389)
report
they
prepare
their
students
this
challenge,
we
find
the
focus
still
on
learning
use
digital
technologies
instrumental
purposes,
while
relating
more
fundamental
epistemic
challenges
emerging
environments
receives
less
attention.
We
address
risks
associated
with
finding,
and
concurrent
dimensions
of
professional
competence
(PDC)
can
be
supported
education.
Indonesian Journal of Education Research (IJoER),
Год журнала:
2025,
Номер
6(1), С. 96 - 104
Опубликована: Фев. 28, 2025
Purpose
of
the
study:
This
study
aimed
to
develop
a
Mini
Dictionary
Literary
Text
Terms
as
learning
medium
for
Class
XI
students
at
Al-Washliyah
1
Senior
High
School
Medan
improve
their
understanding
literary
concepts
and
terminology.
Methodology:
employed
Research
Development
(R&D)
method,
following
Borg
Gall
development
model.
Data
collection
involved
observation
questionnaires.
The
included
62
from
Science
Social
streams,
with
sample
31
Science.
Expert
validation
assessments
were
conducted
by
two
material
experts,
design
teacher.
Main
Findings:
Validation
results
Material
I
(92%)
II
(77%)
classified
dictionary
"Decent."
Design
(84%)
rated
it
"Decent,"
while
(90%)
categorized
"Very
Decent."
teacher’s
evaluation
resulted
in
Decent"
(87%)
rating.
These
findings
indicate
that
is
valid
suitable
students.
Novelty/Originality
this
introduces
specialized
tailored
students,
enhancing
text
through
structured
validated
resource.
contribute
literacy
Indonesian
high
schools
offering
pedagogically
sound
tool
improves
students'
comprehension
Education and Information Technologies,
Год журнала:
2024,
Номер
29(16), С. 22057 - 22083
Опубликована: Май 7, 2024
Abstract
The
aim
of
this
study
is
to
determine
teachers’
digital
competency
on
the
basis
European
DigCompEdu
framework
and
its
relationships
with
some
demographic
teacher
characteristics.
It
was
designed
as
a
cross–sectional
survey
within
quantitative
research
paradigm.
sample
consisted
368
(199
male
169
female)
teachers
working
in
major
city
located
Central
Anatolia
Türkiye
during
2021–2022
academic
year.
Data
were
collected
through
questionnaire
including
Digital
Competencies
Scale
for
Educators
questions
regarding
professional
characteristics
such
age,
gender,
subject
taught,
educational
background,
school
level
location
employment.
findings
reveal
that
participating
are
at
integrator
(B1)
average
those
who
male,
teach
math
science
related
courses,
have
postgraduate
degree,
work
metropolitan
cities
more
digitally
competent
than
their
counterparts.
Teachers’
independent
age
type
whereas
it
positively
moderately
associated
number
devices
had.
Furthermore,
regression
analysis
explains
25%
variance
information
technology
being
significant
predictors.
