University of Khartoum

English Faculty' s Perception of their Role in ICT-Oriented Classroom at Majma'ah University

English Faculty' s Perception of their Role in ICT-Oriented Classroom at Majma'ah University

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dc.contributor.author Ezza, Elsadig Yahya
dc.date.accessioned 2017-12-04T09:02:34Z
dc.date.available 2017-12-04T09:02:34Z
dc.date.issued 2014
dc.identifier.uri http://khartoumspace.uofk.edu/123456789/25862
dc.description.abstract The teacher was once considered “an educational authority”, “a dispenser of knowledge”, “someone in charge of telling”, etc. However, with the integration of information and communication technology (ICT) in the classroom, knowledge resources have become accessible to the student in ways that are beyond teacher’s control. This fact has led to a new perception of teachers' roles among educational researchers. In other words, teachers have come to be conceived as facilitators, learners, collaborators, etc. In the light of these developments, the present study attempts to investigate English faculty’s view on the possible impact that ICT could have on their role at Majma’ah University. A questionnaire comprising sixteen traditional and ICT-oriented roles was administered to thirty participants in different campuses of Majma’ah University to collect data to verify two research hypotheses: (1) Most EFL faculty at Majma'ah University (MU) favour ICT-oriented roles over traditional roles. (2) All ICT-oriented roles are equally valuable to EFL faculty at MU in enhancing teaching practices. Statistical analysis of the study data confirmed the first hypothesis but rejected second one. en_US
dc.language.iso en en_US
dc.publisher University of Khartoum en_US
dc.subject ICT, digital natives, educational authority, edugate, digital culture. en_US
dc.title English Faculty' s Perception of their Role in ICT-Oriented Classroom at Majma'ah University en_US
dc.type Publication en_US

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