Teacher Perceptions on Computer and Media Learning (ICT) in English Language Acquisition in Primary and Secondary Schools in Macedonia

Lindita Skenderi,Sadudin Sadiki

doi:10.32996/ijels.2022.7.1.7

Lindita Skenderi, Sadudin Sadiki

Open Access

https://doi.org/10.32996/ijels.2022.7.1.7

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Abstract

The recent reform of education in the Republic of North Macedonia has brought innovation in the use of technology in the teaching process as well as in the use of computers as a tool, and also as a method and a way to learn. Also, projects and curricula for computer learning have been developed in both primary and secondary schools. In this context, this theoretically-empirical research combines the reality of the use of ICT tools in English language classes in elementary and secondary schools with segments defined in the English language curriculum. With the empirical, descriptive, and conclusive results gained in this research, where 108 English language teachers in the primary and secondary schools of Skopje, Gostivar, and Tetovo were surveyed, a statistical difference (sig = 0.028) was observed in teacher attitudes per city in terms of level and the impact of ICT tools on the productivity of students in English language classes as well as the statistical difference (sig = 0.043) in teachers' attitudes by their age. In the end, the hierarchy of ICT tools was determined according to their level of use and the hierarchy of skills developed by the use of ICT tools in English language classes in elementary and secondary schools.

Highlights

Schools in the Republic of North Macedonia are undergoing an enormous change process of their ICT readiness which reflects the wider social integration of ICT technologies leading to the creation of modern digital society and economy
School education sets the foundations for creating a society based on knowledge and citizens who are ready for active inclusion in the digital society and able to contribute to the development of the domestic economy
General hypothesis According to the attitudes and opinions of teachers in the English language in primary and secondary education, the ICT tools allocated according to the curriculum for the subject in the English language are sufficiently used, and they have a positive impact on the productivity and development of the students

Summary

Introduction

Schools in the Republic of North Macedonia are undergoing an enormous change process of their ICT readiness which reflects the wider social integration of ICT technologies leading to the creation of modern digital society and economy. Seeing the long-term benefits of a quality and modern education system, The Republic of North Macedonia, as its strategic priority, determines the investment in education as the safest way to create strong individuals and a strong state. In this direction, a number of interconnected and dependent initiatives are being undertaken, which together lead to the modernization of the educational process and improvement of the quality of education, inter alia, by integrating digital technologies in teaching. Since computers and the Internet enable the use of useful tools and access to a myriad of information, we can say that they: Give pupils access to information that would otherwise be difficult available to meet the different ways of learning students (each student is taught with a different tempo)

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