Examination of ELT Lecturers’ Digital Technology Integration Levels Via SAMR Model During Emergency Remote Education

Abstract

the present study investigated the digital technology integration levels of the English Language Teaching lecturers during the COVID-19 pandemic emergency remote education conditions via SAMR Model. The study employed a correlational design by employing a Likert-type questionnaire with 243 English Language Teaching lecturers employed at 20 universities geographically dispersed into the seven districts of Turkey. Universities were selected by depending on the statistical data of the Nomenclature of Territorial Units for Statistics. The results showed that synchronous teaching platforms were mainly employed as overhead projectors, which underlined the dominant usage of Substitution level without lecturers’ effective interferences to the activities. Transforming either the frame or content of the original materials was also promoted largely under the Modification level but placed after the Redefinition level, which is time and effort-demanding, and promoted densely after the Substitution level. The Augmentation level was the least promoted one since participants were of the opinion that increasing or decreasing the number of robotic activities is less useful than Modification and Redefinition level-appropriate practices. Apart from that, while participants’ digital technology integration levels were found related to their gender, background education, and online teaching experiences; seniority and age were not found to be significant indicators of the participants’ digital technology integration levels.