Teachers’ Technology Integration Into English Instructions: SAMR Model

DOI

10.2991/assehr.k.200620.109How to use a DOI?

Keywords

technology, integration, English instructions, SAMR model

Abstract

Technology integration has been acknowledged to support instructional activities in and outside classrooms. In English instruction context, previous researchers revealed that technology use contributes to the enhancement and longer retention of students’ learning. This study is aimed at exploring kinds of technology to facilitate learning and evaluating how teachers integrate the technology into English instructions. Substitution Augmentation Modification Redefinition (SAMR) model by Puentedura (2006, 2013) was used as the framework to evaluate technology integration. Two English teachers of senior high schools in Central Java, Indonesia and their respected students were involved in this study. Classroom observation, interview, questionnaire, and document review were used to obtain the research data. This case study employed Thematic Analysis by Braun and Clarke (2006) as the data analysis method. The findings show that the teachers and students have utilized various types of technology and its integration has undergone four levels of Substitution, Augmentation, Modification, and Redefinition.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Sri Wahyuni
AU  - Jan Mujiyanto
AU  - Dwi Rukmini
AU  - Sri Wuli Fitriati
PY  - 2020
DA  - 2020/06/23
TI  - Teachers’ Technology Integration Into English Instructions: SAMR Model
BT  - Proceedings of the International Conference on Science and Education and Technology (ISET 2019)
PB  - Atlantis Press
SP  - 546
EP  - 550
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200620.109
DO  - 10.2991/assehr.k.200620.109
ID  - Wahyuni2020
ER  -