Reflections on Best English Teacher Practices in Using Technology for Distance Learning Solutions during the Disruption Period of the Covid-19 Pandemic
Keywords:
Reflection, Best Practices, Technology, Distance Learning, Pandemic DisruptionAbstract
This paper discussed the best practice experiences of English teachers in using technology applications during the disruption of the COVID-19. This study also understood teachers' opinions about the reasons that require them to use learning technology. The author's observations on distance learning and semi- structured interviews were methods of obtaining the data. Based on the data analysis and discussion, this paper reveals that the superior practice of teachers using distance learning applications is a professional need for English teachers as the implementation of government policies to close schools and open classes remotely. To meet the demands of student learning, the use of learning applications is part of the learning solution in the era of pandemic disruption. The school's policy is that the best access to learning was by applying learning technology handled professionally. This study also understands that the main factors in the use of learning applications by teachers and students are the use of technology in the digital era to improve competence and learning outcomes in English. The author also understands that the technology learning approach is constructive for teachers and students with technological pedagogical beliefs. Therefore, these skills must be sustainable to improve teachers' teaching competencies and professionalism as an educational approach to the technocultural approach
Downloads
References
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1-13.
Alchamdani, A., Fatmasari, F., Anugrah, E. R., Sari, N. P., Putri, F., & Astina, A. (2020). The impact of Covid19 pandemic on online learning process in the college at southeast sulawesi. Jurnal Kesehatan Lingkungan, 12(1si), 129-136.
Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan,
A. R. S. (2020). Primary school teachers' perceptions of online learning during the COVID-19 pandemic period: A case study in Indonesia. Online Submission, 7(2), 90- 109.
Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan,
A. R. S. (2020). Primary school teachers' perceptions of online learning during the COVID-19 pandemic period: A case study in Indonesia. Online Submission, 7(2), 90- 109.
Aveling, E., Gillespie, A., & Cornish, F. (2015). A qualitative method for analyzing multivoicedness. Qualitative Research, 15(6), 670-687.
Ayega, D. (2020). Pandemics and education in sub-Saharan Africa: Invest in education technology. American Journal of Educational Research, 8(8), 581-586.
Ayu, M., & Pratiwi, Z. F. (2021). Implementing online learning in English language teaching during a pandemic: The teacher's voice. Journal of Research on Language Education, 2(2), 93-99.
Basilaia, G., & Kvavadze, D. (2020). Transitioning to online education in schools during a Georgia's SARS-CoV-2 coronavirus (COVID-19) pandemic. Pedagogical Research, 5(4)
Cheriguene, A., Kabache, T., Adnane, A., Kerrache, C. A., & Ahmad, F. (2022). On the use of blockchain technology for education during pandemics. IT Professional, 24(2), 52-61.
Ersin, P., & Atay, D. (2021). Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education. International Journal of Mentoring and Coaching in Education,
Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19
pandemic: Stories from the field Association for the Advancement of Computing in Education Waynesville, NC.
GUİAMALON, T. (2021). Teachers' issues and concerns on the use of modular learning modality. IJASOS-International E-Journal of Advances in Social Sciences, 7(20), 457- 469.
Khan, S. N. (2014). Qualitative research method-phenomenology. Asian Social Science, 10(21), 298.
Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers' challenges in integrating technology for online classrooms during the coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104.
Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers' challenges in integrating technology for online classrooms during the coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104.
Lee, I., Mak, P., & Burns, A. (2016). EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research, 20(2), 248-269.
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: Challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34(1), 21-38.
Marpa, E. P. (2021). Technology in mathematics teaching: An analysis of teachers' attitudes during the COVID-19 pandemic. International Journal on Studies in Education, 3(2), 92-102.
Metruk, R. (2020). Confronting the challenges of MALL: Distraction, cheating, and teacher readiness. International Journal of Emerging Technologies in Learning (iJET), 15(2), 4-14.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.
Motteram, G. (2013). Innovations in learning technologies for English language teaching British Council.
Mutiah, S. D., Nakhriyah, M., HR, N. H., Hidayat, D. N., & Hamid, F. (2020). The readiness of teaching English to young learners in Indonesia. Jurnal Basicedu, 4(4), 1370- 1387.
Otaki, F., Zaher, S., Du Plessis, S., Lakhtakia, R., Zary, N., & Inuwa, I. M. (2021). Introducing the 4Ps model of transitioning to distance learning: A convergent mixed-methods study conducted during the COVID-19 pandemic. Plus One, 16(7), e0253662.
Rayuwati, R. (2020). How educational technology innovates distance learning during the pandemic crisis in remote areas in Indonesia? International Research Journal of Management, IT and Social Sciences, 7(6), 161-166.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13-35.
Sudarmo, M. S. N. (2021). The identification of online strategy learning results while students learn from home during the disruption of the COVID-19 pandemic in Indonesia. Journal of Contemporary Issues in Business and Government| Vol, 27(2), 1951.
Sukendro, S., Habibi, A., Khaeruddin, K., Indrayana, B., Syahruddin, S., Makadada, F. A., & Hakim, H. (2020). Using an extended technology acceptance model to understand students' use of e-learning during covid-19: Indonesian sports science education context. Heliyon, 6(11), e05410.
Sundayana, W. (2015). Readiness and competence of senior high school English teachers to implement curriculum 2013. Indonesian Journal of Applied Linguistics, 5(1), 29-36.
Tafazoli, D., & Meihami, H. (2022). Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: Language teachers’ technological needs and suggestions. Journal of Computers in Education, 1-25.
Tamah, S. M., Triwidayati, K. R., & Utami, T. S. D. (2020). Secondary school language teachers' online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
Wen, K. Y. K., & Kim Hua, T. (2020). ESL teachers' intention to adopt online educational technologies during the COVID-19 pandemic. Journal of Education and E-Learning Research, 7(4), 387-394.
Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
Williams, H. (2021). The meaning of" phenomenology": Qualitative and philosophical phenomenological research methods. The Qualitative Report, 26(2), 366-385.
Zalat, M. M., Hamed, M. S., & Bolbol, S. A. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PloS One, 16(3), e0248758.
Zou, C., Li, P., & Jin, L. (2021). Online college English education in Wuhan against the COVID-19 pandemic: Student and teacher readiness, challenges and implications. PloS One, 16(10), e0258137.
