Examining Teachers’ Beliefs on Developing a Digital Pedagogical Framework Based on the SAMR Model for Undergraduate English Language Learning

Authors

  • Iman Al-Khalidi

DOI:

https://doi.org/10.5296/ijele.v9i1.18306%20

Keywords:

technology integration, SAMR model, digital pedagogy, digital pedagogical framework

Abstract

Nowadays, technology is considered as an integral rather than a supplementary aspect of high-quality education within the area of TESOL. Accordingly, English language teachers need to be equipped with effective ways to integrate technology into instructional practices not only for enhancing academic outcomes but for confronting the challenges of dealing with the digital native students as well. The purpose of this case study is to examine teachers’ beliefs on technology integration into pedagogy based on the measurement of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model. Results of data analysis show teachers’ high frequency of technology integration at the Substitution and Augmentation levels compared to the advanced levels of Modification and Redefinition. The study resulted in a recommended SAMR based framework that may help English language teachers move towards effective technology integration that may lead to a more effective learning environment. 

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Published

2021-06-01

How to Cite

Al-Khalidi , I. (2021). Examining Teachers’ Beliefs on Developing a Digital Pedagogical Framework Based on the SAMR Model for Undergraduate English Language Learning. International Journal of English Language Education, 9(1), pp. 106–125. https://doi.org/10.5296/ijele.v9i1.18306

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