Abstract:
Active learning is one of the most important strategies leading the students to master the 21st century
learning skills. It raises the learners' own initiatives and responsibilities for their own progress to be
critical, creative thinking, collaboration and communication skills (4Cs) in particular. With the rapid
changes in technology, the use of ICT prepares an active learning environment that is more
interesting and effective for both teachers and student. How teachers perceive and choose the right
application/technology implemented in the class influence the students' learning outcome and
qualities. This study aims to investigate how EFL teachers who currently continue their teaching
education (TE) in master degree experience, perceive and promote active learning in their school.
This study used qualitative method focused on case study to describe the EFL teachers' perception
and practice of active learning enhanced technology. The study involved 10 female EFL teachers
who was continuing their TE to master degree at one of the university in Indonesia. They teach in
different level of education which are Senior High School, Junior High School and Primary School.
The data were taken from classroom observation, questionnaire and interview. The findings of this
study showed that all of the respondents had practiced the high technology active learning strategies
during their TE and perceived active learning positively. EFL teachers who teach in Senior and
Junior High School had implemented the high tech active learning strategies but EFL teacher in
primary school had only implemented the active learning strategies without using any technology
device or technology application. This study showed the pivotal part of good perception and practice
about active learning for teacher during their TE that influence the way they implement it in their
school to fulfill the demand of 21st century learning era. |
