EFL Teacher Competencies in the ICT age | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 6, Volume 3, Issue 2, April 2017, Page 127-159 PDF (860.5 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2017.24468 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Aly Qoura | ||||
| Professor of ELT | ||||
| Abstract | ||||
| T he present research aims at identifying key factors which may have a significant impact on EFL teachers' skills of ICT in the 21st Century and beyond. Teachers need to understand not only how to use technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching. Technology integration in any content area is most effective when the instructor, an expert in his or her discipline, makes important connections between the objectives and pedagogy of his or her content area and the available technology tools. The use of computer technology, with internet can be helpful for learning, improving, practicing and assessing different skills. Technology in the classroom makes learning more fun. Technology prepares students for the future. Technology helps students learn at their own pace. Technology connects with students. Technology helps in making diagnosis and intervention. Technology increases the creativity. But there are some other challenges to technology.Technology can be a distraction. Possible disconnect of social interaction. Technology can foster more cheating in class and on assignments. Students do not have equal access to technological resources. To make technology more accessible to ELL students, there are some practical ways for the teacher to get started in the classroom:build vocabulary, use handouts, create simple assignments for beginners, extended practice time, use pair and group work, teach students to consider the source. Results of the research shows that EFL teachers should master the following competencies that ensure positive learning outcomes: Successfully aligning technologies with content and pedagogy and developing the ability to creatively use technologies to meet specific learning needs, aligning instruction with standards, particularly those standards that embody 21st century knowledge and skills, balancing direct instruction strategically with project-oriented teaching methods, using a range of assessment strategies to evaluate student performance and differentiate instruction (including but not limited to formative, portfolio-based, curriculum-embedded and summative), acting as mentors and peer coaches with fellow teachers, designing developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners, mastering basic hardware and software operations, as well as productivity applications software, a web browser, communications software, presentation software, and management applications. | ||||
| Keywords | ||||
| Teacher Competencies; the ICT age | ||||
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