Teacher Readiness for Online Teaching Using Mobile Technology
Abstract
The purpose of this study was to determine the mobile technology used for online learning and the level of readiness of English teachers and non-English teachers at SMA 11 Negeri Samarinda and SMA AL-Khairiyah Samarinda 2021/2022. The research design is a survey design with a quantitative approach. The sample of this research is 113 teachers, classified as 107 non-English teachers and 6 English teachers. The questionnaire was adapted from Alwidi & Aldhaferi (2017). Based on the findings of this study, regarding teachers’ perception on their readiness in using mobile technologies and applications in class, the statement of four topics answered by the participants received a response that agreed (high), which this shows that they perceived that mobile learning is very helpful and supports this learning activity, as the teachers who were participants in this study stated that they knew and understood well how to use mobile learning. The results of the data on the level of readiness of Participant's pedagogical and technical classification between non-English teachers and English teachers the data analysis the participant's non-English teachers and English teachers show that teachers had prepared themselves with good pedagogical and technical readiness and, in the learning process, from the results of (Non English Teachers M = 3.54 and English teachers M = 3.66) which show that these teachers have good pedagogical and technical readiness
Downloads
References
AOCNS, BC- AGCNS, APRN, Pho, Ponto, Julie., (2015). Understanding and evaluating survey research. Journal of the Advanced Practitioner in Oncology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4601897/
Al-Awidi, H., & Aldhafeeri, F. (2017). Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti School. Journal of Information Technology Education: Research.
Angele Gayet-Ageron., Thomas V. Perneger Delphine S., sample size for pre-tests of questionnaires DOI:10.1007/s11136-014-0752-2What Is Technological Pedagogical Content Knowledge? – CITE Journal
Blayone, T. J. B., Mykhailenko, O., Kavtaradze, M., Kokhan, M., vanOostveen, R., & Barber, W. (2018). Profiling The Digital Readiness of Higher Education Students forTransformative Online Learning in The Post-Soviet Nations of Georgia and Ukraine. International Journal of Educational Technology in Higher Education.
Churchill, D., & Churchill, N. (2008). Educational affordances of PDAs: A study of a teacher’s exploration of this technology. Computers & Education, 50(4), 1439–1450.
Churchill, D., Pegrum, M., & Churchill, N. (2018). The implementation of mobile learning in Asia: Key trends in practices and research. In J. Voogt (Ed.), International handbook of information technology in primary and secondary education (2nd ed., pp. 817–857). Springer Science+Business Media.
Churchill, N. (2020). Editorial: Mobile Technologies and Teacher Readiness. Educational Media International.
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. ResearchGate.
Crompton, H., Traxler, J. (2018). Mobile Learning and Higher Education. Routledge.
Creswell, J. W. (2011). Controversies in mixed methods research. In N. Denzin & Y. Lincoln
(Eds.), The SAGE handbook on qualitative research (4th ed., pp. 269–284). Thousand Oaks, CA: Sage.
Diao, M., & Hedberg, J. G. (2020). Mobile and Emerging Learning Technologies: Are We Ready?. Educational Media International.
Dray, B. J., Lowenthal, P. R., Miszkiewicz, m. J., Primo, M. A. R., Marczynski, K. (2011). Developing an Instrument to Assess Student Readiness for Online Learning: A Validation Study. Routledge.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. San Fransisco, USA. The McGraw-Hill Companies.
Geng, S., Law, K. M. Y., & Niu, B. (2019). Investigating Self-directed Learning and Technology Readiness in Blending Learning Environment. International Journal of Educational Technology in Higher Education
Gray, David, E. (2004). Doing Research in the Real World. SAGE Publications. London
Lai, C.-H., Yang, J. C., Chen, F. C., Ho, C. W). & Chan, T. W. (2007) Affordances of mobile technologies for experiential learning: The interplay of technology and pedagogical practices. Journal of Computer Assisted Learning, 23(4), 326.
Msila, V. (2015). Teacher Readiness and Information and Communications Technology (ICT) Use in Classrooms: A South African Case Study. Creative Education, 6, 1973-1981. Retrieved from http://dx.doi.org/10.4236/ce.2015.618202.
Ng, W. (2011). Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy. Information Science Reference https://www.newrow.com/the-advantagesand-disadvantages-of-mobile-learning-in-k12-and-higher-education/
Ganapthy, M., Azizan, N. S., Shuib, M., (2018). Mobile Learning Readiness among English Language Learners in a Public University in Malaysia. Pertanika J. Soc. Sci. & Hum. 26 (3): 1491 - 1504 (2018) component
Nathaniel, L., Tan, D. H.H.K., Zachary, W., (2019) Practicum“teachers’ use of mobile technology as measured by the technology acceptance model” Asia Pacific Journal of Education, DOI: 10.1080/02188791.2019.1671808
Rannikmae, M., Ali, L., Pedaste M., Adov L., (2020) Does it have to be easy, useful, or do we need something else? STEM teachers’ at titudestowards mobile device use in teaching, Technology, Pedagogy and Education, DOI:10.1080/1475939X.2020.1785928
Taaherdoost, H., (2016). Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research. International Journal of Academic Research in Management (IJARM) Vol. 5, No. 2, 2016, Page: 18-27, ISSN: 2296-1747
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareALike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
