Students as Producers: A Case Study of Technology-Based Projects

Cecilia Titiek Murniati, Ridwan Sanjaya

Abstract


The existent literature on the integration of technology in language classrooms has addressed the issues of effective teaching strategies, the types of technologies students use, and teachers’ preparedness in adopting technology for the classrooms. Some scholars argue that the effectiveness of technology largely relies on the teaching strategies that teachers utilize. The findings of some studies shed light on the impact of technology on students’ attitude and engagement. Despite the unresolved debates about the use of technology in the classroom and its impact on student learning, the author’s current projects using games, YouTube, blog, and microblogging services indicated that students benefit from the projects in several ways. The participants of this study were students in the English Department in a private university in Semarang. The data for this study were collected from interviews, observation, and students’ learning reflective journals that students submitted upon the completion of the projects. The findings indicated that students felt more confident in applying their knowledge in real life situations. Interactions with teachers and peers, bridged by technology, contribute to their development as the creator of knowledge.

Keywords


technology, blogging, YouTube, microblogging, active learning

Full Text:

PDF

References


Barber, James P., Patricia M. King, and Marcia B. Baxter Magolda. (2013) "Long strides on the journey toward self-authorship: Substantial developmental shifts in college students' meaning making." The Journal of Higher Education 84.6: 866-896.

Baxter Magolda, M. (2005). The Developmental Nature of Self-Authorship: The World of Students. In L.R. Lattuca, J.G. Haworth & C.F. Conrad (Eds), College and University Curriculum: Developing and Cultivating Programs of Study that Enhance Student Learning (pp. 393 - 408). Boston, MA: Pearson Custom Publishing.

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.

Brown, A. R., & Voltz, B. D. (2005). Elements of effective e-learning design. The International Review of Research in Open and Distance Learning, 6(1). Retrieved May, 2016 from http://www.irrodl.org/index.php/irrodl/article/view/217/300

Carr, N. T., Crocco, K., Eyring, J. L., & Gallego, J. C. (2011). Perceived benefits of technology enhanced language learning in beginning language classes. IALLT Journal of Language Learning Technologies, 41(1).

Dahlstrom, E., Walker, J. D., & Dziuban, C. (2013). ECAR study of undergraduate students and information technology. 2013.

Dahlstrom, E., Walker, J. D., & Dziuban, C. (2015). ECAR study of undergraduate students and information technology. Retrieved on March 10, 2016 from http://net.educause.edu/ir/library/pdf/ss15/ers1510ss.pdf

Friedman, T. L. (2006). The world is flat: The globalized world in the twenty-first century (pp. 3-543). London: Penguin.

Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M., & Muukkonen, H. (1999). Computer supported collaborative learning: A review. The JHGI Giesbers Reports on Education, 10, 1999.

Oblinger, D., & Lippincott, J. K. (2006). Learning spaces. Boulder, CO: Educause

Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.

Putnam, R. (2008). Affordances of Technology for Supporting Teaching and Learning. SMU. edu. http://centres. smu. edu. sg/cte/innovative-development/affordance-oftechnology/(accessed August 21, 2014).

Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44.

Trollip, S. R., & Alessi, S. M. (2001). Multimedia for learning: methods and development. Needham Heights, MA: Pearson.

Van Horne, S., Murniati, C., Gaffney, J. D., & Jesse, M. (2012). Promoting active learning in technology-infused TILE classrooms at the University of Iowa. Journal of Learning Spaces, 1(2).

Van Horne, S., Murniati, C. T., Saichaie, K., Jesse, M., Florman, J. C., & Ingram, B. F. (2014). Using Qualitative Research to Assess Teaching and Learning in Technology‐Infused TILE Classrooms. New Directions for Teaching and Learning, 2014(137), 17-26.

Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.

Zayapragassarazan, Z., & Kumar, S. (2012). Active learning methods. NTTC Bulletin, 19(1), 3-5




DOI: https://doi.org/10.24167/celt.v17i2.1173

Bookmark and Share


Copyright (c) 2018 Celt (A Journal of Culture, English Language Teaching & Literature)



| pISSN (print): 1412-3320 | eISSN (online): 2502-4914 | web analytics View My Stats