Abstract
The availability of technological tools, the Student and Teacher Technology Competency (STTC) are the essential considerations for the effective use of technology integration in ELT. However, these three aspects are closely interrelated as the key indicators of successful teaching English with technology. This paper reports on the result of an investigation on STTC involving 6 English lecturers and 80 students across the multidisciplinary courses at a vocational higher education setting. The survey is concerned with four domains of technology competencies, they are 1) basic technology operation, 2) personal/ professional use of technology tools, 3) social, ethical, and human issues, and 4) application of technology in instruction (classroom and web-based technology in instruction). This study’s implications call for an inclusion of technological literacy skills in pre-service and in-service EFL teacher professional development programs and education.
Highlights
The advances in technology have brought significant changes to the way people interact and learn
Technology education in language teaching and learning should be taken into account to make them effective and efficient
The importance of TTC has become essential in the field of education worldwide and has been standardized by UNESCO (Unesco, 2008, 2011)
Summary
ABSTRACT , The availability of technological tools, the Student and Teacher Technology Competency (STTC) are the essential considerations for the effective use of technology integration in ELT. The existing in-service EFL teachers in Indonesian higher educations are mostly non-digital natives who were not previously exposed to the use of technology in teaching the English language. Most English lecturers are non-digital natives who have taught in the school for more than 20 years They mostly learn and use new technology auto-didactically meaning they were not exposed to the use of technology for teaching purposes both in pre-service teacher education and in-service teacher training. Most EFL teachers were already familiar with the use of new technology such as a desktop computer, portable computer, smartphone, internet modem, and home Wi-Fi connection They have good ease of access to technological tools and use them in their daily life. This survey informed a little practical gap between the in-service EFL teachers and the student
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