Readiness of Gen-X English High School Teachers in Integrating Teaching with Technology
DOI:
https://doi.org/10.23887/jet.v7i2.58077Keywords:
Gen X, TPACK, Technology IntegrationAbstract
During pandemic, almost all school activities rely on the use of technology. Teachers are expected to teach using the online platforms. This study aims at analyzing the readiness of English high school teachers who are categorized into Gen X in integrating technology in teaching, by using TPACK framework. The study applies a descriptive qualitative design. Research subjects were 58 Gen X English high school teachers in one province in Indonesia. Data were collected by distributing online questionnaire to the teachers. Data analysis of triangulation was conducted by doing semi-structured interviews to volunteered teachers. The findings revealed that the Gen X teachers were not ready to integrate teaching with technology. Of all seven integration variables in TPACK, the first level knowledge bases are responded positively. When it comes to the second and third level knowledge bases, the teachers’ responses tend to decrease. Some problems in the technology integration were revealed during the interview. Trainings of teachers’ professionalism for teachers from generation X are considered necessary, especially training on the use of technology and the internet in learning. ICT curriculum integration is also an important issue. Finally, limitations and implications for the education authorities and future research were discussed.
References
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. In Interactive Learning Environments (pp. 1–13). https://doi.org/10.1080/10494820.2020.1813180.
Afriyanti, I., Wardono, & Kartono. (2018). Pengembangan Literasi Matematika Mengacu PISA Melalui Pembelajaran Abad Ke-21 Berbasis Teknologi. PRISMA (Prosiding Seminar Nasional Matematika), 608–617. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/20202.
Akar, F. (2020). Examining the meaningful work level of generation x and generation y teachers. Elementary Education Online, 19(3), 1225–1241. https://doi.org/10.17051/ilkonline.2020.728029.
Bostancıoğlu, A., & Handley, Z. (2018). Developing and validating a questionnaire for evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL). Computer Assisted Language Learning, 31(5–6), 572–598. https://doi.org/10.1080/09588221.2017.1422524.
Bozkurt, A., & Sharma, R. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(April). https://doi.org/10.5281/zenodo.3778083.
Bugnos, J. D., Protacio, A. V, Billanes, E. P., Caman, K. E., Diego, S. S., Formacion, C. P., Galamay, N. B., & Molato, M. A. (2022). Traditionalist To Progressivist : Lived Experiences of Generation X Teachers in the New Normal. Globus Journal of Progressive Education, 12(1), 90–94. https://doi.org/10.46360/globus.edu.220221012.
Carter, N., Bryant-Lukosius, D., Dicenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547
Cilliers, E. J. (2017). The Challenge of Teaching Generation Z. PEOPLE: International Journal of Social Sciences, 3(1), 188–198. https://doi.org/10.20319/pijss.2017.31.188198.
Gunduzalp, S. (2021). Digital Technologies and Teachers in Educational Processes: A Research in the Context of Teachers Born Before the 1980’s. International Online Journal of Educational Sciences, 13(2), 579–591. https://doi.org/10.15345/iojes.2021.02.017.
Habibi, A., Yusop, F. D., & Razak, R. A. (2020). The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Education and Information Technologies, 25(3), 1929–1949. https://doi.org/10.1007/s10639-019-10040-2.
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y.
Hilton, J. T. (2016). A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms. The Social Studies, 107(2), 68–73. https://doi.org/10.1080/00377996.2015.1124376.
Jurkiewiecz, C. L. (2000). Generation X and the Public Employee. Public Personnel Management, 2(1), 55–74. https://doi.org/10.1177/009102600002900105.
Kaffenberger, M. (2021). Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss. International Journal of Educational Development, 81(October 2020), 102326. https://doi.org/10.1016/j.ijedudev.2020.102326.
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4). https://doi.org/10.1080/02619768.2020.1809650.
Krayneva, R., Rudenko, A., & Motylev, R. (2021). Role of education in implementing the sustainable development strategy. E3S Web of Conferences, 250, 1–7. https://doi.org/10.1051/e3sconf/202125007008.
Kumar, N., Rose, R. C., & D’Silva, J. L. (2008). Teachers’ readiness to use technology in the classroom: An empirical study. European Journal of Scientific Research, 21(4), 603–616. https://www.researchgate.net/profile/Jeffrey-Lawrence-2/publication/239764656_Teachers’_Readiness_to_Use_Technology_in_the_Classroom_An_Empirical_Study/links/54e2844f0cf2c3e7d2d3a5f5/Teachers-Readiness-to-Use-Technology-in-the-Classroom-An-Empirical-Study.pdf.
Kupperschmidt, B. R. (2000). Multigeneration employees: strategies for effective management. Health Care Manager, 19(1), 65–76. https://doi.org/https://doi.org/10.1097/00126450-200019010-00011.
Machmud, M. T., Rosidah, Fadhilatunnisa, D., & Fakhri, M. M. (2021). Indonesia Teacher Competencies in Integrating Information and Communications Technology for Education. Athens Journal of Technology and Engineering, 8(4), 331–348. https://www.researchgate.net/profile/Muhammad-Machmud-3/publication/356834830_Indonesia_Teacher_Competencies_in_Integrating_Information_and_Communications_Technology_for_Education/links/61af5c06b3c26a1e5d8ef0bb/Indonesia-Teacher-Competencies-in-Integrating-Information-and-Communications-Technology-for-Education.pdf.
Malik, R. (2018). Ikatan Kekerabatan Etnis Minangkabau Dalam Melestarikan Nilai Budaya Minangkabau Di Perantauan Sebagai Wujud Warga Negara Kesatuan Republik Indonesia. Jurnal Analisa Sosiologi, 5(2). https://doi.org/10.20961/jas.v5i2.18102.
Miles, B., Huberman, M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. SAGE Pub.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x.
Morse, J. M. (2006). Insight , Inference , Evidence , and Verification : Creating a Legitimate Discipline Keynote Address for the II Congreso Iberoamericano de Investigación Cualitativa en Salud Madrid 22-25 de Junio de 2005. International Journal of Qualitative Methods, 5(1), 93–100. https://journals.sagepub.com/doi/pdf/10.1177/160940690600500108.
Murtiyasa, B., & Perwita, W. R. G. (2020). Analysis of mathematics literation ability of students in completing PISA-oriented mathematics problems with changes and relationships content. Universal Journal of Educational Research, 8(7), 3160–3172. https://doi.org/10.13189/ujer.2020.080745.
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. https://doi.org/10.1016/j.ssaho.2020.100101.
Noble, H., & Heale. (2019). Triangulation in research, with examples. Evidence-Based Nursing, 22(3). https://doi.org/10.1136/ebnurs-2019-103145.
Polat, S., Çelik, Ç., & Okçu, Y. (2019). School Administrators’ Perspectives on Teachers From Different Generations: SWOT Analysis. SAGE Open, 9(3), 1–12. https://doi.org/10.1177/2158244019861499.
Putra, Y. . (2016). Theoretical review: Teori Perbedaan Generasi. Among Makarti, 9(2), 123–134. https://jurnal.stieama.ac.id/Index.Php/Ama/Article/View/142.
Reisenwitz, T. (2009). Differences in Generation X and Generation Y: Implications for the Organization and Marketers. Marketing Management Journal, 19(2), 91–103. https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=1534973x&asa=y&an=47813497&h=lgggkhcocyj7y2ftqlldix2ewz%2bvybjecptuk2tlpd%2bqxievqbnildgs98xy9y7nm%2fuhvcbi7euu6pdx6l4r4w%3d%3d&crl=c.
Schmidt, D. A., Thompson, A. D., Koehler, M. J., & Shin, T. S. (2014). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. CIE 2014 - 44th International Conference on Computers and Industrial Engineering and IMSS 2014 - 9th International Symposium on Intelligent Manufacturing and Service Systems, Joint International Symposium on "The Social Impacts of Developments in Informat, 42(2), 2531. https://doi.org/10.1080/15391523.2009.10782544.
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/jrit-10-2016-0007.
Smola, K. W., & Sutton, C. D. (2002). Generational differences: Revisiting generational work values for the new millennium. Journal of Organizational Behavior, 23(SPEC. ISS.), 363–382. https://doi.org/10.1002/job.147.
Sripada, P. N., & Cherukuri, M. R. (2019). Incorporating ‘the triple e framework- learning first, technology second’ and cooperative learning’ in low tech english classrooms. International Journal of Innovative Technology and Exploring Engineering, 8(72), 226–229. https://lppm.undiksha.ac.id/senadimas2022/prosiding/file/70.pdf.
Sugiarti, D. (2019). Teaching English to generation Z: Challenges and Opportunites. Textura, 6(1), 85–89. http://journal.piksi.ac.id/index.php/TEXTURA/article/view/283.
Sugiyono. (2015). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R & D. Alfabeta.
Weiwei, H. U., Kamalraj, R., & Velmayil, V. (2021). Thinking abilities and professional learning abilities for English majors based on double tutor system. Aggression and Violent Behavior, April, 101648. https://doi.org/10.1016/j.avb.2021.101648.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Rima Andriani Sari, Made Hery Santosa, Ni Nyoman Padmadewi, Ni Made Ratminingsih, Putu Kerti Nitiasih, I Gede Budasi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Journal of Education Technology agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
