Investigating the Development of Teachers’ TPACK and the Adoption of Digital Storytelling: A Case Study of Teaching English in Elementary School

This research investigated how two English teachers integrated information and communication technology (ICT) into English lessons by adopting a digital storytelling approach to further the progress of digital literacy of young students aged 9–11 years through peer online collaboration, research, pr...

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Vydáno v:Journal of Asia TEFL Ročník 18; číslo 2; s. 701 - 710
Hlavní autoři: Amelia, Pratiwi, Rukmini, Dwi, Mujiyanto, Januarius, Bharati, Dwi Anggani Linggar
Médium: Journal Article
Jazyk:angličtina
Vydáno: Seoul Asia TEFL 01.07.2021
아시아테플
Témata:
Adoption of innovations
Case studies
Classroom communication
Classroom Observation Techniques
Collaboration
Communications technology
Context
Data Analysis
Data Collection
Digital literacy
Digital storytelling
Educational Facilities Improvement
Educational Objectives
Educational Practices
Educational technology
Electronic Learning
Elementary education
Elementary school students
Elementary schools
English
English (Second Language)
English as a second language
English language
English Learners
English teachers
Fiction
Foreign language instruction
Grade 4
Grammar instruction
Indonesian
Influence of Technology
Information technology
Instructional Design
Intermediate Grades
Internet
Interviews
Language Acquisition
Laptop Computers
Learning Strategies
Methodological problems
Problem solving
Storytelling
Students
Teachers
Teaching
Urban areas
Vocabulary
영어와문학
Indonesia
ISSN:1738-3102, 2466-1511
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Shrnutí:This research investigated how two English teachers integrated information and communication technology (ICT) into English lessons by adopting a digital storytelling approach to further the progress of digital literacy of young students aged 9–11 years through peer online collaboration, research, problem-solving, and creation of a digital text. The context of this study is an elementary school located in an urban area in Semarang, Central Java, Indonesia. To begin with, we would like to introduce context details of English education in Indonesian elementary schools. English has been taught in Indonesian elementary schools since 2006. However, most English teaching at the elementary school level is not related to the students’ daily lives (Widodo, 2016). Rather than involving students in meaningful (Lestariyana & Widodo, 2018) and challenging (Sulistyo et al., 2019) games or projects, more focus is paid to teaching grammar and vocabulary
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1738-3102
2466-1511
DOI:10.18823/asiatefl.2021.18.2.25.701