BRIDGING THE TECHNOLOGY GAP

AMONG LANGUAGE TEACHERS

THROUGH DIGITAL SQUAD PROJECT
Presented at iTell Conference 2018
Best Western Premiere, Solo, 13-14 2018

Nia Kurniwat
Universitas Suryakancana
nia@unsur.ac.id

M.Ilham Hikmawandiny
English Skybridge
ilham.hikmawandiny@gmail.com
 Conten
ts

Background Aims of the Study Underpinning Theories Methodology

Findings Conclusions References

and Discussion and Suggestons
 Backgrou
nd

Technology in educaton Students’ characteristcs Diverse generaton at educaton

advancement insttuton
Different generaton Teachers skill on Lack of professional development
characteristcs technology opportunity
 Aims of the
Study

Investgate the implementaton of digital

squad project in bridging the technology
gap among language teachers.

Find out the response from the

teacher partcipants to the project.

Find out the DS members response

to the project.
Underpinning Theories

Generation Differences
“…individuals born within the same historical
period and socio-cultural context experience
the same events and context during their
crucial formatve years…”
Mannheim (1952)

The Baby Boomers The Millennials

(1946-1964) (1981-2000)

(1900-1945) (1965-1980) (2001-now)

Traditonalist/Veteran Generaton X Generaton Z

Tylor, J. (2017)
 Technology Development
“..technology or media determines how individual in
society to think, feel, and do something.”
McLuhan (1967)

Tribal Literature Printng Electronic

Period Period Period Period

Conventonal
“…refers to the gap between those who do
Teaching Media × Techno-gap and those who do not have access to new
forms of informaton technology…”
Modern (Van Dijk: 2006)

Abdulhak & Sanjaya (1995)

ICT in English teaching Previous Research
Muhammad Zulham (2014) “Kesenjangan Digial
1
di Kalangan Guru SMP”.

Yunus, M. M., et al. (2013) “The Use of

2 Informaton and Communicaton Technology (ICT)
in Teaching ESL Writng Skills”
 Cianjur

10 students and
Qualitatve
teachers

Methodolo
gy

document analysis, observaton,

questonnaire, and interview 6 months

Analyzed qualitatvely
 Findings and
Discussion
The implementaton of The response from the The response from the
digital squad (DS) DS members to the teacher partcipants to
project in bridging the project. the project.
technology gap among
language teachers.
 Implementing Digital Squad (DS) project
The steps in implementng this project
consists of six steps as the following:
6
Evaluaton
5
Teachers Workshop
4
Maintaining and strengthening step
3
Training with the experts
2
The recruitment
1
The needs analysis
 The needs
analysis
Utlized Techno Based

Teaching Actvity
in Classroom

Reply on Paper and Pencil

(Kurniawat, et.al, 2017)
 The
DS Members Qualificatons:
Recruitment

Age (the millenials)

Have a strong interest

and skill in technology

Have good presentaton skill

Training with the experts
Maintaining and strengthening

Focus
Group
Regular
Discussion
Meetng

Assignments
Teachers
Workshop
The response from the DS members to the project
No. Categories Responses
1. Interest to technology used in the classroom All students within the project are interested in using
technology in the classroom.

2. Familiarites with the apps introduces in the Some apps are new and they just know them in the
project training session.

3. Common media they prefer to use in learning laptop, mobile phone, applicaton
4. Time to learn each apps 1 hour to 1 day
5. The most interestng apps Padlet, Kahoot, Lyric training, canva, quizlet
6. Response to join the project Positve
7. Benefits
learning digital teaching media earlier; learning how to
work as a team; exploring more than one applicatons;
getting more informaton about another applicaton by
sharing each others.

8. Obstacles Time allotment, the teachers techno-skill and bad

internet connecton
 The response from the teacher
participants to the project
No. Categories Responses

1. The use of media in the classroom before workshop Frequent

2 Common media they prefer to use in teaching PPT, video, pencil and paper

3. The most interestng apps in the workshop Kahoot, padlet, powtoon

4. Response to join the project Very beneficial

5. The benefits of the workshop New media to be applied in the classroom

6. Applicatons used after workshop Padlet, Powtoon, Kahoot

7. Obstacles in applying the apps Language barrier, and Internet connecton

Classroom activities after the
workshop
Classroom activities after the
workshop
 Conclusion
s
1 2 3 4 5
DS project is For students they The teachers The teachers start The most common
beneficial both for learn new media response positvely to apply some obstacles faced by
the students and faster and also to students’ applicaton in the both the students
the teachers. learn how to work involvement in classroom. and the teacher
in a team, and training them partcipants are
motvate them to digital teaching tme allotment of
explore more apps media the workshop and
since they are the internet
obliged to share connecton.
their knowledge to
others.
 Suggestion
s

Insttutons should provide internet connecton

Forming DS like should involve young people who
and other supportng facilites to integrate ICT
have high interest in technology.
in the classroom
 Referenc
es
Mannheim, K. (1952). The Problem of Generatons. Essay on the Sociology of Knowledge, 24(19), 276-322-24.
Tylor, J. (2017). The Differences between Each Living Generation. Retrieved February 21, 2018, from
https://www.theodysseyonline.com/the-differences-between-each-of-the-living-generatons
Zulham, M. (2014). Kesenjangan Digital Di Kalangan Guru SMP. Surabaya, Indonesia: Universitas Airlangga
Surabaya.
Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of informaton and
communicaton technology (ICT) in teaching ESL writng skills. English Language Teaching, 6(7), 1.
Abdulhak, Ishak dan Wina Sanjaya. (1995). Media Pendidikan. Bandung: Pusat Pelayanan dan Pengembangan
Media Pendidikan IKIP Bandung.
Van Dijk, J. A. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4-5), 221-235.
Saefudin, A. (2008). Perkembangan Teknologi Komunikasi: Perspektf Komunikasi Peradaban. MediaTor (Jurnal
Komunikasi), 9(2), 383-392.