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Year 2023, Volume: 24 Issue: 3, 224 - 239, 01.07.2023

Hany Farısa Dyah Sunggıngwatı Susilo Susılo

https://doi.org/10.17718/tojde.1122729
Cited By: 1

Abstract

References

  • Agyei, D. D. (2021). Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation. Education and Information Technologies, 26(1), 125–144. https://doi.org/10.1007/s10639-020-10253-w
  • Ainley, J., Fraillon, J., & Freeman, C. (2007). National Assessment Program--ICT Literacy Years 6 & 10 Report, 2005. In Training.
  • Akyel, A., & Erçetin, G. (2009). Hypermedia reading strategies employed by advanced learners of English. System. https://doi.org/10.1016/j.system.2008.05.002
  • Al-Jarf, R. S. (2005). The effects of online grammar instruction on low proficiency EFL college students’ achievement. Asian EFL Journal, 7(4), 166–190.
  • Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers’ Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International Education Studies, 3(2), 211–218. https://doi.org/10.5539/ies.v3n2p211
  • Ala-Mutka, K. (2011). Mapping digital competence: towards a conceptual understanding. In Institute for Prospective Technological Studies. https://doi.org/10.13140/RG.2.2.18046.00322
  • Albion, P., Romina, J.-P., & Finger, G. (2010). Auditing the TPACK Competence and Confidence of Australian Teachers: The Teaching With ICT Audit Survey (TWictAS). Society for Information Technology and Teacher Education Conference (SITE).
  • Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2020). ICT integration in English language teacher education: insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7), 708–731. https://doi.org/10.1080/09588221.2019.1588744
  • Beatty, K., & Nunan, D. (2004). Computer-mediated collaborative learning. System, 32(2), 165–183. https://doi.org/10.1016/j.system.2003.11.006
  • Chen, M., Zhou, C., Meng, C., & Wu, D. (2019). How to promote Chinese primary and secondary school teachers to use ICT to develop high-quality teaching activities. Educational Technology Research and Development, 67(6), 1593–1611. https://doi.org/10.1007/s11423-019-09677-0
  • Chikamatsu, N. (2003). The Effects of Computer Use on L2 Japanese Writing. Foreign Language Annals. https://doi.org/10.1111/j.1944-9720.2003.tb01937.x Chisango, G., Marongwe, N., Mtsi, N., & Matyedi, T. E. (2020). Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa. Africa Education Review, 17(2), 1–19. https://doi.org/10.1080/18146627.2018.1491317
  • Concannon, F., Flynn, A., & Campbell, M. (2005). What campus-based students think about the quality and benefits of e-learning. British Journal of Educational Technology. https://doi.org/10.1111/j.1467-8535.2005.00482.x
  • Djiwandono, P. I. (2019). How language teachers perceive information and communication technology. Indonesian Journal of Applied Linguistics, 8(3), 607–615. https://doi.org/10.17509/ijal.v8i3.15260
  • Ferrari, A. (2013). Digital Competence in Practice: An Analysis of Frameworks. In Joint Research Centre of the European Commission. https://doi.org/10.2791/82116
  • Fisher, M. (2000). Computer skills of initial teacher education students. Journal of Information Techology for Teacher Education, 9(1), 109–123. https://doi.org/10.1080/14759390000200075
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education, 8th Edition (2012). In JRC IPTS (p. 19).
  • Gubbels, J., Swart, N. M., & Groen, M. A. (2020). Everything in moderation: ICT and reading performance of Dutch 15-year-olds. Large-Scale Assessments in Education, 8(1), 1–17. https://doi.org/10.1186/s40536-020-0079-0
  • Hatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.
  • Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers and Education, 51(4), 1499–1509. https://doi.org/10.1016/j.compedu.2008.02.001
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development. https://doi.org/10.1007/s11423-006-9022-5
  • Hochart, J. J. (1998). Improving listening and speaking skills in English through the use of authoring systems. ReCALL. https://doi.org/10.1017/S0958344000003700
  • Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137–15. https://doi.org/10.1007/s11423-009-9132-y
  • Ivanković, A., Špiranec, S., & Miljko, D. (2013). ICT Literacy among the Students of the Faculty of Philosophy, University of Mostar. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2013.09.261
  • James, E. (2001). Learning To Change: ICT in Schools. Schooling for Tomorrow. In Education and Skills. ERIC.
  • Kaur, A. P. (2011). Pre-Service Science Teachers’ Attitudes towards the use of selected ICT tools in Teaching: An Exploratory Study. Advancing Education Journal, 8(Autumn), 15. https://www.naace.co.uk/ux/file/ty=DOCS&ref=18
  • Kereluik, K., Mishra, P., & Koehler, M. J. (2011). On learning to subvert signs: Literacy, technology and the TPACK framework. California Reader, 44(2), 12–18.
  • Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6
  • Kjellsdotter, A., & Kjellsdotter, A. (2020). What matter ( s )? A didactical analysis of primary school teachers ’ ICT integration What matter ( s )? A didactical analysis of primary school teachers ’ ICT integration. Journal of Curriculum Studies, 00(00), 1–17. https://doi.org/10.1080/00220272.2020.1759144
  • Labuschagne, A. (2003). Qualitative research: Airy fairy or fundamental. The Qualitative Report, 8(1), 100–103.
  • Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712
  • Lee, L. (2002). Enhancing learners’ communication skills through synchronous electronic interaction and task‐based instruction. Foreign Language Annals, 35(1), 16–24. https://doi.org/10.1111/j.1944-9720.2002.tb01829.x
  • Lee, S. T. (2008). Teaching pronunciation of English using computer assisted learning software: An action research study in an institute of technology in Taiwan. Australian Catholic University.
  • Lim, C. P., Teo, Y. H., Wong, P., Khine, M. S., Chai, C. S., & Divaharan, S. (2003). Creating a conducive learning environment for the effective integration of ICT: Classroom management issues. Journal of Interactive Learning Research, 14(4), 405–423.
  • Lindlof, T. R., & Taylor., B. C. (2017). Qualitative communication research methods. Sage publications.
  • Mahdizadeh, H., Biemans, H., & Mulder, M. (2008). Determining factors of the use of e-learning environments by university teachers. Computers and Education. https://doi.org/10.1016/j.compedu.2007.04.004
  • Mahfouz, S. M., & Ihmeideh, F. M. (2009). Attitudes of Jordanian university students towards using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning. https://doi.org/10.1080/09588220902920151
  • Malinina, I. (2015). ICT Competencies of Foreign Languages Teachers. Procedia - Social and Behavioral Sciences, 13(182), 75–80. https://doi.org/10.1016/j.sbspro.2015.04.740
  • Midoro, V. (2013). Guidelines on adaptation of the UNESCO ICT competency framework for teachers. UNESCO Institute for Information Technologies in Education. http://unesdoc.unesco.org/images/0022/002241/224188e.pdf
  • Miles, M.B & Huberman, A. . (1994). An expanded sourcebook: Qualitative data analysis (2nd Edition). In Sage Publications. https://doi.org/10.1016/0149-7189(96)88232-2
  • Murray, J. (2011). Cloud network architecture and ICT-Modern network architecture. IT Knowledge Exchange, 12.
  • Oliver, R., & Short, G. (1996). The Western Australian Telecentres Network: A model for enhancing access to education and training in rural areas. International Journal of Educational Telecommunications, 2(4), 311–328.
  • Panel, I. L. (2002). Digital transformation: A framework for ICT literacy. In Educational Testing Service (Vol. 1, Issue 2).
  • Patil, B. G. (2014). Significance of ICT in English language teaching. Reviews of Literature, 1(11), 1–6.
  • Presiden, R. I. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 Tentang Guru dan Dosen (p. 50). https://jdih.usu.ac.id/phocadownload/userupload/Undang-Undang/UU 14-2005 Guru dan Dosen.pdf
  • Rahimi, M., & Yadollahi, S. (2011). Success in learning English as a foreign language as a predictor of computer anxiety. Procedia Computer Science, 175–182. https://doi.org/10.1016/j.procs.2010.12.030
  • Reyna, J., Hanham, J., & Meier, P. (2018). The Internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36–52. https://doi.org/10.1177/2042753018754361
  • Sampson, D., & Fytros, D. (2008). Competence Models in Technology-Enhanced Competence-Based Learning. In Handbook on Information Technologies for Education and Training. https://doi.org/10.1007/978-3-540-74155-8_9
  • Shank, G. D. (2006). Qualitative research: A personal skills approach. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Simulwi, L., & Musonda, E. (2020). The Impact of Compulsory Computer Studies on ICT Literacy at Junior Secondary Schools in Livingstone District. International Journal of Information and Communication Technology Education (IJICTE), 16(4), 20–34. https://doi.org/10.4018/IJICTE.2020100102
  • Suherdi, D. (2019). Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class. Indonesian Journal of Applied Linguistics. https://doi.org/10.17509/ijal.v9i1.16418
  • Sundqvist, K., Korhonen, J., & Eklund, G. (2021). Predicting Finnish subject-teachers’ ICT use in Home Economics based on teacher- and school-level factors. Education Inquiry, 12(1), 73–93. https://doi.org/10.1080/20004508.2020.1778609
  • Williams, D. L., Boone, R., & Kingsley, K. V. (2004). Teacher beliefs about educational software: A Delphi study. Journal of Research on Technology in Education, 36(3), 213–229. https://doi.org/10.1080/15391523.2004.10782413
  • Wu, D., Li, C. C., Zhou, W. T., Tsai, C. C., & Lu, C. (2019). Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education. Asia Pacific Education Review, 20(1), 147–157. https://doi.org/10.1007/s12564-018-9568-z
  • Zanzali, N. M. A., & Kassim, N. B. (2010). Penggunaan ICT Dalam Pengajaran dan Pembelajaran Matematik di Kalangan Guru-guru Pelatih UTM. In Universiti Teknologi Malaysia.

TEACHERS’ COMPETENCIES AND STUDENTS’ ATTITUDES TOWARD ICT AT AN EFL SECONDARY SCHOOL

Year 2023, Volume: 24 Issue: 3, 224 - 239, 01.07.2023

Hany Farısa Dyah Sunggıngwatı Susilo Susılo

https://doi.org/10.17718/tojde.1122729
Cited By: 1

Abstract

Teachers as educators should have adequate competency in using a variety of media and knowledge to deliver the information to their students in order to use information and communication technologies (ICT) effectively. This study explores teachers’ competencies of ICT in their teaching and students’ attitudes toward ICT in learning English. Three English teachers and their 90 students of eleven graders at one secondary school in one district in East Kalimantan participated in this study. The data were gathered from semistructured interviews, observations, and questionnaires. Using a qualitative approach design concerning phenomenological perspective, the content analysis results have revealed that approximately 70% of the students had a positive attitude toward ICT, while the teachers’ competencies were varied from mostly incorporating all the ICT tools to rarely using them in their classroom. The results suggest that English teachers need to have more professional development programs related to ICT in order to understand and be able to operate the ICT media and tools to teach English. EFL students should aware of their attitude toward ICT in this modern era and firmly use the advancement of ICT for educational purposes.

Keywords

EFL context ICT student attitude teacher competence

References

  • Agyei, D. D. (2021). Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation. Education and Information Technologies, 26(1), 125–144. https://doi.org/10.1007/s10639-020-10253-w
  • Ainley, J., Fraillon, J., & Freeman, C. (2007). National Assessment Program--ICT Literacy Years 6 & 10 Report, 2005. In Training.
  • Akyel, A., & Erçetin, G. (2009). Hypermedia reading strategies employed by advanced learners of English. System. https://doi.org/10.1016/j.system.2008.05.002
  • Al-Jarf, R. S. (2005). The effects of online grammar instruction on low proficiency EFL college students’ achievement. Asian EFL Journal, 7(4), 166–190.
  • Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers’ Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International Education Studies, 3(2), 211–218. https://doi.org/10.5539/ies.v3n2p211
  • Ala-Mutka, K. (2011). Mapping digital competence: towards a conceptual understanding. In Institute for Prospective Technological Studies. https://doi.org/10.13140/RG.2.2.18046.00322
  • Albion, P., Romina, J.-P., & Finger, G. (2010). Auditing the TPACK Competence and Confidence of Australian Teachers: The Teaching With ICT Audit Survey (TWictAS). Society for Information Technology and Teacher Education Conference (SITE).
  • Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2020). ICT integration in English language teacher education: insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7), 708–731. https://doi.org/10.1080/09588221.2019.1588744
  • Beatty, K., & Nunan, D. (2004). Computer-mediated collaborative learning. System, 32(2), 165–183. https://doi.org/10.1016/j.system.2003.11.006
  • Chen, M., Zhou, C., Meng, C., & Wu, D. (2019). How to promote Chinese primary and secondary school teachers to use ICT to develop high-quality teaching activities. Educational Technology Research and Development, 67(6), 1593–1611. https://doi.org/10.1007/s11423-019-09677-0
  • Chikamatsu, N. (2003). The Effects of Computer Use on L2 Japanese Writing. Foreign Language Annals. https://doi.org/10.1111/j.1944-9720.2003.tb01937.x Chisango, G., Marongwe, N., Mtsi, N., & Matyedi, T. E. (2020). Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa. Africa Education Review, 17(2), 1–19. https://doi.org/10.1080/18146627.2018.1491317
  • Concannon, F., Flynn, A., & Campbell, M. (2005). What campus-based students think about the quality and benefits of e-learning. British Journal of Educational Technology. https://doi.org/10.1111/j.1467-8535.2005.00482.x
  • Djiwandono, P. I. (2019). How language teachers perceive information and communication technology. Indonesian Journal of Applied Linguistics, 8(3), 607–615. https://doi.org/10.17509/ijal.v8i3.15260
  • Ferrari, A. (2013). Digital Competence in Practice: An Analysis of Frameworks. In Joint Research Centre of the European Commission. https://doi.org/10.2791/82116
  • Fisher, M. (2000). Computer skills of initial teacher education students. Journal of Information Techology for Teacher Education, 9(1), 109–123. https://doi.org/10.1080/14759390000200075
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education, 8th Edition (2012). In JRC IPTS (p. 19).
  • Gubbels, J., Swart, N. M., & Groen, M. A. (2020). Everything in moderation: ICT and reading performance of Dutch 15-year-olds. Large-Scale Assessments in Education, 8(1), 1–17. https://doi.org/10.1186/s40536-020-0079-0
  • Hatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.
  • Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers and Education, 51(4), 1499–1509. https://doi.org/10.1016/j.compedu.2008.02.001
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development. https://doi.org/10.1007/s11423-006-9022-5
  • Hochart, J. J. (1998). Improving listening and speaking skills in English through the use of authoring systems. ReCALL. https://doi.org/10.1017/S0958344000003700
  • Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137–15. https://doi.org/10.1007/s11423-009-9132-y
  • Ivanković, A., Špiranec, S., & Miljko, D. (2013). ICT Literacy among the Students of the Faculty of Philosophy, University of Mostar. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2013.09.261
  • James, E. (2001). Learning To Change: ICT in Schools. Schooling for Tomorrow. In Education and Skills. ERIC.
  • Kaur, A. P. (2011). Pre-Service Science Teachers’ Attitudes towards the use of selected ICT tools in Teaching: An Exploratory Study. Advancing Education Journal, 8(Autumn), 15. https://www.naace.co.uk/ux/file/ty=DOCS&ref=18
  • Kereluik, K., Mishra, P., & Koehler, M. J. (2011). On learning to subvert signs: Literacy, technology and the TPACK framework. California Reader, 44(2), 12–18.
  • Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6
  • Kjellsdotter, A., & Kjellsdotter, A. (2020). What matter ( s )? A didactical analysis of primary school teachers ’ ICT integration What matter ( s )? A didactical analysis of primary school teachers ’ ICT integration. Journal of Curriculum Studies, 00(00), 1–17. https://doi.org/10.1080/00220272.2020.1759144
  • Labuschagne, A. (2003). Qualitative research: Airy fairy or fundamental. The Qualitative Report, 8(1), 100–103.
  • Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712
  • Lee, L. (2002). Enhancing learners’ communication skills through synchronous electronic interaction and task‐based instruction. Foreign Language Annals, 35(1), 16–24. https://doi.org/10.1111/j.1944-9720.2002.tb01829.x
  • Lee, S. T. (2008). Teaching pronunciation of English using computer assisted learning software: An action research study in an institute of technology in Taiwan. Australian Catholic University.
  • Lim, C. P., Teo, Y. H., Wong, P., Khine, M. S., Chai, C. S., & Divaharan, S. (2003). Creating a conducive learning environment for the effective integration of ICT: Classroom management issues. Journal of Interactive Learning Research, 14(4), 405–423.
  • Lindlof, T. R., & Taylor., B. C. (2017). Qualitative communication research methods. Sage publications.
  • Mahdizadeh, H., Biemans, H., & Mulder, M. (2008). Determining factors of the use of e-learning environments by university teachers. Computers and Education. https://doi.org/10.1016/j.compedu.2007.04.004
  • Mahfouz, S. M., & Ihmeideh, F. M. (2009). Attitudes of Jordanian university students towards using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning. https://doi.org/10.1080/09588220902920151
  • Malinina, I. (2015). ICT Competencies of Foreign Languages Teachers. Procedia - Social and Behavioral Sciences, 13(182), 75–80. https://doi.org/10.1016/j.sbspro.2015.04.740
  • Midoro, V. (2013). Guidelines on adaptation of the UNESCO ICT competency framework for teachers. UNESCO Institute for Information Technologies in Education. http://unesdoc.unesco.org/images/0022/002241/224188e.pdf
  • Miles, M.B & Huberman, A. . (1994). An expanded sourcebook: Qualitative data analysis (2nd Edition). In Sage Publications. https://doi.org/10.1016/0149-7189(96)88232-2
  • Murray, J. (2011). Cloud network architecture and ICT-Modern network architecture. IT Knowledge Exchange, 12.
  • Oliver, R., & Short, G. (1996). The Western Australian Telecentres Network: A model for enhancing access to education and training in rural areas. International Journal of Educational Telecommunications, 2(4), 311–328.
  • Panel, I. L. (2002). Digital transformation: A framework for ICT literacy. In Educational Testing Service (Vol. 1, Issue 2).
  • Patil, B. G. (2014). Significance of ICT in English language teaching. Reviews of Literature, 1(11), 1–6.
  • Presiden, R. I. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 Tentang Guru dan Dosen (p. 50). https://jdih.usu.ac.id/phocadownload/userupload/Undang-Undang/UU 14-2005 Guru dan Dosen.pdf
  • Rahimi, M., & Yadollahi, S. (2011). Success in learning English as a foreign language as a predictor of computer anxiety. Procedia Computer Science, 175–182. https://doi.org/10.1016/j.procs.2010.12.030
  • Reyna, J., Hanham, J., & Meier, P. (2018). The Internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36–52. https://doi.org/10.1177/2042753018754361
  • Sampson, D., & Fytros, D. (2008). Competence Models in Technology-Enhanced Competence-Based Learning. In Handbook on Information Technologies for Education and Training. https://doi.org/10.1007/978-3-540-74155-8_9
  • Shank, G. D. (2006). Qualitative research: A personal skills approach. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Simulwi, L., & Musonda, E. (2020). The Impact of Compulsory Computer Studies on ICT Literacy at Junior Secondary Schools in Livingstone District. International Journal of Information and Communication Technology Education (IJICTE), 16(4), 20–34. https://doi.org/10.4018/IJICTE.2020100102
  • Suherdi, D. (2019). Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class. Indonesian Journal of Applied Linguistics. https://doi.org/10.17509/ijal.v9i1.16418
  • Sundqvist, K., Korhonen, J., & Eklund, G. (2021). Predicting Finnish subject-teachers’ ICT use in Home Economics based on teacher- and school-level factors. Education Inquiry, 12(1), 73–93. https://doi.org/10.1080/20004508.2020.1778609
  • Williams, D. L., Boone, R., & Kingsley, K. V. (2004). Teacher beliefs about educational software: A Delphi study. Journal of Research on Technology in Education, 36(3), 213–229. https://doi.org/10.1080/15391523.2004.10782413
  • Wu, D., Li, C. C., Zhou, W. T., Tsai, C. C., & Lu, C. (2019). Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education. Asia Pacific Education Review, 20(1), 147–157. https://doi.org/10.1007/s12564-018-9568-z
  • Zanzali, N. M. A., & Kassim, N. B. (2010). Penggunaan ICT Dalam Pengajaran dan Pembelajaran Matematik di Kalangan Guru-guru Pelatih UTM. In Universiti Teknologi Malaysia.
There are 54 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hany Farısa This is me 0000-0003-2085-4364

Dyah Sunggıngwatı This is me 0000-0001-5650-6615

Susilo Susılo This is me 0000-0002-4069-9421

Publication Date July 1, 2023
Submission Date May 30, 2022
Published in Issue Year 2023 Volume: 24 Issue: 3

Cite

APA Farısa, H., Sunggıngwatı, D., & Susılo, S. (2023). TEACHERS’ COMPETENCIES AND STUDENTS’ ATTITUDES TOWARD ICT AT AN EFL SECONDARY SCHOOL. Turkish Online Journal of Distance Education, 24(3), 224-239. https://doi.org/10.17718/tojde.1122729

Cited By

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Pamukkale University Journal of Education
https://doi.org/10.9779/pauefd.1313025