Students as Producers: A Case Study of Technology-Based Projects

Cecilia Titiek Murniati,Ridwan Sanjaya

doi:10.24167/celt.v17i2.1173

Abstract

The existent literature on the integration of technology in language classrooms has addressed the issues of effective teaching strategies, the types of technologies students use, and teachers’ preparedness in adopting technology for the classrooms. Some scholars argue that the effectiveness of technology largely relies on the teaching strategies that teachers utilize. The findings of some studies shed light on the impact of technology on students’ attitude and engagement. Despite the unresolved debates about the use of technology in the classroom and its impact on student learning, the author’s current projects using games, YouTube, blog, and microblogging services indicated that students benefit from the projects in several ways. The participants of this study were students in the English Department in a private university in Semarang. The data for this study were collected from interviews, observation, and students’ learning reflective journals that students submitted upon the completion of the projects. The findings indicated that students felt more confident in applying their knowledge in real life situations. Interactions with teachers and peers, bridged by technology, contribute to their development as the creator of knowledge.

Highlights

Much of the literature on the use of technology in classrooms has attempted to address questions revolving around how technologies affect student learning, what kind of learning technologies students take advantage of, what teaching strategies are the most appropriate, and whether teachers are ready to integrate these learning technologies into their classrooms
New innovations in learning technology and the needs to improve the quality of undergraduate education result in gradual paradigm shifts away from the traditional method of learning and toward active learning techniques
While scholars have debated whether technology has a profound impact on student learning, existing literature indicates that the effectiveness of technology in the classrooms depends on the teaching strategies that instructors adopt (Van Horne, Murniati, Gaffney & Jesse, 2012)

Summary

Introduction

Much of the literature on the use of technology in classrooms has attempted to address questions revolving around how technologies affect student learning, what kind of learning technologies students take advantage of, what teaching strategies are the most appropriate, and whether teachers are ready to integrate these learning technologies into their classrooms. New innovations in learning technology and the needs to improve the quality of undergraduate education result in gradual paradigm shifts away from the traditional method of learning and toward active learning techniques. While scholars have debated whether technology has a profound impact on student learning, existing literature indicates that the effectiveness of technology in the classrooms depends on the teaching strategies that instructors adopt (Van Horne, Murniati, Gaffney & Jesse, 2012). In technology-infused classrooms, instructors need to create new activities or revamp their current teaching strategies in order to engage students in their classroom (Van Horne, et al, 2014).

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