Title: Challenges becoming an English Teacher in the Digital Age
Abdul Aziz
Abstract
Teachers and students can quickly and easily access the most recent information and
communication technology (ICT) thanks to today's connected knowledge. The moment has
arrived to provide digital literacy skills to communities worldwide. The ability to access,
evaluate, and interact with digital technology in all of its forms to assist students in their learning
is not unique to English teachers. English teachers must not only possess digitalized pedagogical
abilities but also the capacity to use these talents wisely in the digital age when they are among
the users who make use of its advanced technologies. Enhancing teachers' ICT abilities and
attitudes about the technology itself is one method to do this. This study aims to examine and
expound upon the ways in which English How well-prepared are teachers for the age of digital
learning? Let's see how they use digital technology to construct creative instructional learning
models. Furthermore, this paper offers recommendations to the authorities regarding the
infrastructure and digitalization of school settings in order to increase the integration of ICT.
Introduction
Information and communication technology has a significant role in education both now
and in the future. Due to the advancement of information and communication technologies, there
has been a transition in learning from traditional face-to-face instruction to online instruction
technology of communication. As a result, using media on computers and cellphones has
prompted quick accessibility without regard to location or other constraints for individuals in
need and duration.
Teachers' perspectives on how to use technology-based learning to support their students'
learning have quickly altered as a result of the learning technology network's worldwide effect in
the field of education. According to Ahmed and Nasser's (2015) study, educators should know
the advantages of technology, stay up to date on issues related to it, develop their professional
pedagogical skills, and above all use technology and apply it to the classroom in order to
improve student achievement and prepare them for the rise of multimedia technology and the
digital literacy era. Consequently, the teacher's crucial function as a facilitator in the teaching-
learning process is often linked to the achievement of digital literacy in the classroom.
By investigating the use of digital technology, teachers can create more engaging lesson
plans for the subjects they teach. These lessons can be entirely online or blend online and in-
person classroom instruction. Given that digital learning is a method or means of communication
that can offer major advantages for the interests of instructors and students, teachers must
understand the features or potential of digital learning in order to make the greatest use of it for
the benefit of students in learning.
The process of efficiently utilizing technology to learn, incorporating various components
such blended or virtual learning through the use of mobile or e-learning, is referred to as "digital
learning." Technology, digital content, and education must all be combined (IGI [Link]).
Put differently, digital learning encompasses any educational endeavor that involves the use of
digital technology or the internet, and involves the planning, execution, and evaluation of
learning by educators, parents, and students themselves.
More precisely defined, digital learning also known as technology enhanced learning or
e-learning is learning that incorporates creative application of digital tools and technologies
within the teaching and learning process. Furthermore, Williams (2012) defines digital learning
as instruction that incorporates hardware components, or infrastructure, in the form of a network
of computers that are connected to one another and capable of transmitting data in the form of
text, messages, graphics, videos, and audios. According to Kitao (1998), digital learning can be
viewed as the global interconnectedness of one computer network with other computer networks
due to its data delivery capability. Nevertheless, this idea is limited to the hardware of the
gadget, but software is a different kind of device that plays a significant part in digital learning.
The data transmitted and stored during digital learning can be accessed at any moment by the
program.
In summary, digital learning may be defined as an approach to education that emphasizes
high-quality instruction and gives learners access to engaging and challenging content, all while
successfully utilizing technology to support their learning process. Additionally, teachers can
provide feedback through formative exams, enable students to learn at any time and from any
location, and provide tailored instruction through digital learning to guarantee that every student
reaches their full potential. The most significant feature of digital learning is the variety of
teaching formats that instructors use to supplement the course material, giving students a wide
range of options for how they want to study.
Methodology
This paper was written using a literature review methodology. Snyder (2019, p. 334)
describes the literature review as a research strategy that offers an overview of a particular issue
or research problem. Snyder reiterates that a literature review can be used, among other things, to
debate a specific topic, identify research gaps, and develop research objectives. The literature
study presented in this paper provides an overview of a particular topic related to digital
technology that English teachers employ to develop creative models of instructional learning. As
a result, this study only addresses three issues using that methodology: (1) the variety of digital
technologies that can be utilized by language teachers in digital learning; (2) how language
teachers integrate digital technology to create innovative instructional learning models; and (3)
how today's English teachers’ readiness in Sumatra Barat regarding the implementation of
technology into their EFL classroom.
Finding and Discussion
The research and related hypotheses that are included in this paper's findings are chosen
and thought to be relevant for the three specific topics that will be covered in the discussion that
follows. These include the range of digital technologies available for learning platforms, the
digital literacy of English teachers, and the preparedness of English teachers in the modern
English classroom to incorporate digital technology.
1. Variety of digital technology for learning platforms
Today's schools readily employ a variety of digital technology implementation strategies,
commonly referred to as internet-based digital learning. Consider the following: cloud
computing, which may be utilized as a large data store to examine the learning outcomes process
and evaluation; learning-based digital games; social media support for the delivery of learning
content; and learning via mobile device access to online platforms.
A. Mobile Learning
The term "mobile learning," or "M-learning," refers to education that is facilitated or
provided by mobile technology (Traxler 2007). Smartphone technology is one type of mobile
technology that we utilize on a regular basis. As long as users bring their mobile devices,
smartphones with their advanced technologies enable anytime, anywhere mobile learning.
Because of this, McKnight et al. (2003) claim that mobile learning is a situation of learning in
which students are not in a set location and the learning model also allows students to seize the
opportunity for learning presented by utilizing mobile technology. As a result, using smart
mobile devices as digital learning aids is unquestionably fantastic.
El-Hussein and Cronje (2010) state that the three main pillars of M-learning are learner
mobility, technology mobility, and learning mobility. The usage of mobile learning in schools
has grown as a result of the quick development of computer, mobile, and wireless technologies
as well as the growing demands of students to learn. As outlined below, Traxler (2007)
categorizes mobile learning into at least six groups.
a) A technological innovation is proposed in an academic setting to show technical
viability and learning opportunities. This is known as technology-driven mobile
learning.
b) E-learning in a portable miniature: technologies like wireless, mobile, and handheld
devices are utilized to apply strategies and fixes that have previously been employed
in "conventional" e-learning.
c) Connected learning classrooms: these include wireless, mobile, and handheld
technologies that facilitate group projects in the classroom.
d) Informal, customized, conditioned mobile learning: technology like wireless,
portable, and mobile devices with extra features like video recording that offer
alternative experiences that are thought to be hard or impossible to create;
e) Support for mobile phone training: technologies like mobile, wireless, and handheld
devices that are used to give users information and support, thereby increasing
productivity and efficiency at work;
f) Remote mobile learning: technologies like mobile, wireless, and handheld devices
that are used to address infrastructure and environmental challenges, thereby
facilitating the delivery and support of education in places where "conventional" e-
learning technology is unable?
It is evident from the above illustration that the guiding concepts of mobile learning are
game-based concepts, cloud, transparency, analytics, individualized access, and asynchronous
learning. Furthermore, the principles of mobile learning include student self-actualization,
valuing individual uniqueness, curativeness (overcoming obstacles), blending mode, always-on
qualities, and authenticity.
B. Social Media
Social media refers to online platforms where people interact and engage in online social
interactions. The most popular social media platforms are blogs, social networks, wikis, forums,
and virtual worlds, where users may readily engage, share, and produce content. Given how
quickly and easily information can be shared, social media is a concept that most people are
acquainted with. In fact, we use it on a daily basis to communicate with friends, family, and
teachers. Nowadays, playing on social media has also become a regular habit for many people.
As a result, the majority of social media platforms, including Facebook, Instagram, WhatsApp,
Skype, and Twitter, include services for online chat, video calling, photo sharing, and
conferences. These kinds of advantages entice people to use social media as a support system for
their daily tasks, and it is also intrinsically linked to education.
Social media can be used for many purposes when learning a foreign language, including
sharing lesson materials through text documents and photos (to teach writing and reading), audio
podcasts (to teach speaking and listening), and instructional videos (to help students learn all
language skills). This is consistent with Bower, et al. (2010)'s finding that a wide range of social
media platforms facilitate educational endeavors, including the sharing of text, photos, audio,
video, and other functional resources. Additionally, social media technology has other general
features, such as the ability to respond to posts and comments as a type of digital literacy and to
develop and publish a portfolio and school profile. Therefore, it should come as no surprise that
social media platforms like Facebook, Twitter, Instagram, WhatsApp, and YouTube have been
more prevalent in classrooms and higher education within the past 10 years.
C. Digital game-based learning
The usage of digital games for teaching is becoming more popular since they are now
widely available worldwide. The goal of games-based learning, or GBL, is to use games for
educational as well as entertainment purposes. Experts in education have identified specific
game properties that make them suitable for use as teaching aids. GBL is appealing because it
can provide context (Gee 2003), real-world experiences (Arena & Schwartz 2013), inspire
students (Prensky 2001), and offer meaningful feedback on student performance (Shute, 2011).
With regard to those purposes, this suggests that incorporating games into a lesson as a means of
instruction and learning contributes to the positive atmosphere created by the activity,
encouraging student participation, and fostering a good attitude toward learning. Furthermore,
games in the classroom can help kids have a positive learning experience and memory.
The claim made by Maloney (2019) that "gamification, game-based learning, or play-based
learning refers to a type of gameplay with clear and defined learning outcomes" is also more
precise. A well-made digital game improves students' language, reasoning, and problem-solving
skills. In addition to these features, word-playing, language play, role-playing, and other digital
game platforms can all be used as kinds of digital game-based learning. Maloney (2019)
highlights that because gamification is accessible to practically every age group and degree of
linguistic skill, it is incredibly user-friendly. In addition to stimulating students' critical thinking
and helping them acquire 21st-century skills like digital literacy, gamification can also help
students improve their speaking and listening abilities.
D. Cloud computing
These days, a lot of people employ the idea of cloud computing, which is a computing
architecture that permits the joint use of resources including servers, networks, storage media,
apps, and services (Mell & Grance, 2011). The existence of cloud computing has changed how
software is distributed, as word processing programs are no longer necessary and may be used
directly through browsers.
Cloud-based systems are becoming more vital than ever with the rise of online courses. It
is acknowledged that this digital technological platform makes distant learning easier. Given its
many educational benefits, cloud computing is more complex today than it was ten years ago.
According to Buchanan [Link], there are five main advantages of cloud computing
for education: (1) lower long-term costs; (2) improved cooperation; (3) quick access and
resource availability; (4) scalability; and (5) updating learning settings.
Education institutions can save money by lowering the cost of data storage and by not
spending as much on maintaining outdated IT infrastructure. Additionally, fostering good student
communication and establishing a digital environment where parents, teachers, and students can
remain on the same page and platform are critical aspects of cloud computing for cooperation.
Cloud computing facilitates accessibility so that students, irrespective of the devices or web
browsers they use, can more easily access the same materials and learning resources. In
conclusion, cloud computing technology raises the appeal of schools to prospective students and
enables educators to deliver a better quality of education.
2. English teachers digital literacy
According to Young (2008), a key to the effectiveness of digital learning is the instructors'
reliance on the way they use technology in the classroom. Therefore, a teacher's inability to grasp
digital technology may be the primary barrier to integrating technology into the teaching and
learning process. Because of this, the importance of the teacher's position as a facilitator in the
teaching and learning process is frequently linked to the effectiveness of digital literacy in
classroom settings.
Because the capacity to use digital technology, communications tools, and networks to
acquire information has become common knowledge for the school community, English
instructors today must become proficient in digital literacy. This is consistent with Hockly's
(2012) definition of digital literacy, which is the set of abilities required to navigate media,
information, and technology in the context of 21st-century schooling. Therefore, in order to
effectively teach English, teachers must be digitally literate in two areas: (1) integrating
information and communication technology (ICT) into the classroom; and (2) developing
creative digitized instructional learning models.
A. The integration of ICT into learning circumstance
These days, it is impossible to separate the actions of educators and students from the use of
computers and internet technology since, in addition to providing inexpensive access, users may
effortlessly incorporate social media and the internet into their everyday lives, particularly when
it comes to educational activities. The ease of internet access is just one of the many benefits of
adopting digital technology in English language instruction. According to Hafifah & Sulistyo's
(2020) research on teachers' perceptions of technology integration in English language
instruction in Indonesia, the majority of teachers understand how important it is to use
technology to help students' English proficiency.
Thus, integrating ICT into teaching and learning environments has great promise for helping
students learn. ICT has therefore become a worldwide education strategy and has a major
influence on improvements to education systems in many industrialized nations (Zhao, et al.
2016). Teachers and students alike are welcoming ICT as a fresh approach to fostering modern
and productive learning activities to enhance English proficiency. As a result, ICT competency is
now one of the key components of communication skills in Indonesia and is included in the
national curriculum's objectives and learning outcomes.
B. Innovative digitized instructional learning models
What kinds of abilities do instructors possess that might be important to how often they
employ digital technology in the classroom? In response to this query, Sailer et al. (2021) state
unequivocally that in order to create interactive learning activities during instruction, teachers
need to possess particular technology-related teaching skills in terms of organizing, carrying out,
and assessing. Teachers need to be able to create creative instructional learning models in order
to accomplish this goal. According to Pujiriyanto (2019), there are a number of innovative
learning models that have the potential to incorporate technology and are adaptable enough to be
used in a variety of settings and academic fields. These models include problem-based learning,
project-based learning, self-directed learning, contextual learning, role-play & simulation,
cooperative learning, collaborative learning, and small-group discussions.
Opportunities to include technology into the process are offered by the aforementioned
diverse learning styles. Based on what Koh, et al. (2013) dubbed TPACK (technological,
pedagogical, and content knowledge), a framework for integrating technology in learning has
been established to help and give an overview of how to integrate technology. Shulman (1986)
states that the integration of TPACK into learning instruction stresses the interaction of three
categories of knowledge in its implementation: content knowledge, pedagogical knowledge, and
technological knowledge. Figure 1 below illustrates the seven knowledge areas that are involved
in the TPACK idea.