Teachers' Perception Towards The Use Of Google Document in Teaching and Learning Process

Della Wilza Noviska 1 Indonesia , Siti Aisyah 1 Indonesia , Yuniarti Yuniarti 1 Indonesia , Muhammaad Taufik Ihsan 1 Indonesia
1 English Education Department State Islamic University of Sultan Syarif Kasim Riau
Link Copied!
Published 2021-12-27
Vol. 1 No. 1 (2021) PAGES 1 - 8
DOI 10.51574/ijrer.v1i1.43
Views / Downloads 1085 1568

Google Docs is a free web-based application for creating, editing, and collaborating. This systematic review showed that using some Google documents resulted in developing English language learning and teaching. The writing was the biggest language skill investigated. Google Docs is a version of Microsoft Word that offers collaborative features that can be used to facilitate the teaching and learning process in the language classroom. The method used in writing this paper was a literature review based on collecting data and information that related to teachers' perceptions towards the use of Google Docs in the teaching and learning process. This paper has indicated the teachers’ perception toward the use of Google documents in the teaching and learning process in the classroom. In fact, Google Docs, while nearly all of them perceive that this learning tool is easy to use in the teaching and learning process and very helpful for teachers in the teaching and learning process.

Noviska, D. W., Aisyah, S., Yuniarti, Y., & Ihsan, M. T. (2021). Teachers’ Perception Towards The Use Of Google Document in Teaching and Learning Process. ETDC: Indonesian Journal of Research and Educational Review , 1(1), 1–8. https://doi.org/10.51574/ijrer.v1i1.43
More Citation Formats
Download Citation
  1. Aaron, L. S., & Roche, C. M. (2011). Teaching, learning, and collaborating in the cloud: Applications of cloud computing for educators in post-secondary institutions. Journal of Educational Technology Systems, 40(2), 95-111. https://doi.org/10.2190/ET.40.2.b
  2. Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational psychologist, 35(3), 149-164. https://doi.org/10.1207/S15326985EP3503_2
  3. Bodenhausen, G. V., & Hugenberg, K. (2009). Attention, perception, and social cognition. Social cognition: The basis of human interaction, 1-22.
  4. Boyes, N. (2016). Building autonomy through collaborative writing with Google Docs. CUE Journal, 9(3), 228-238.
  5. Burrus, J., Jackson, T., Xi, N., & Steinberg, J. (2013). Identifying the most important 21st century workforce competencies: An analysis of the Occupational Information Network (O* NET). ETS Research Report Series, 2013(2), i-55. https://doi.org/10.1002/j.2333-8504.2013.tb02328.x
  6. Cope, C., & Ward, P. (2002). Integrating learning technology into classrooms: The importance of teachers' perceptions. Journal of Educational Technology & Society, 5(1), 67-74. https://www.jstor.org/stable/jeductechsoci.5.1.67
  7. Demirci, N. (2010). Web-based vs. paper-based homework to evaluate students’ performance in introductory physics courses and students’ perceptions: two years experience. International Journal on E-learning, 9(1), 27-49. https://www.learntechlib.org/p/28175/
  8. Denton, D. W. (2012). Enhancing instruction through constructivism, cooperative learning, and cloud computing. TechTrends, 56(4), 34-41. https://link.springer.com/content/pdf/10.1007/s11528-012-0585-1.pdf
  9. Ertmer, P. A., Ottenbreit-Leftwich, A., & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of computing in teacher education, 23(2), 55-61. https://www.tandfonline.com/doi/abs/10.1080/10402454.2006.10784561
  10. Foulger, T. S., Wetzel, K., & Buss, R. R. (2019). Moving toward a technology infusion approach: Considerations for teacher preparation programs. Journal of Digital Learning in Teacher Education, 35(2), 79-91. https://doi.org/10.1080/21532974.2019.1568325
  11. Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Response to comments: Research on learning and teaching with Web 2.0: Bridging conversations. Educational Researcher, 38(4), 280-283. https://journals.sagepub.com/doi/abs/10.3102/0013189X09336675
  12. Himsworth, J. B. (2007). Why resistance? Elementary teachers' use of technology in the classroom (pp. 1-205). Teachers College, Columbia University.
  13. Jackson, B. C. (2013). Teachers' Preparation Needs for Integrating Technology in the Classroom. ProQuest LLC. 789 East Eisenhower Parkway, PO Box 1346, Ann Arbor, MI 48106.
  14. Jahedizadeh, S., Ghanizadeh, A., & Ghonsooly, B. (2016). The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1-17. https://doi.org/10.1186/s40862-016-0021-8
  15. Khalil, Z. M. (2018). EFL students’ perceptions towards using Google Docs and Google Classroom as online collaborative tools in learning grammar. Applied Linguistics Research Journal, 2(2), 33-48.
  16. Lane, C., & Lyle, H. (2009). The differing technology support needs of beginner and expert users: Survey findings from the University of Washington. In EdMedia+ Innovate Learning (pp. 2431-2436). Association for the Advancement of Computing in Education (AACE).
  17. Loveless, A. M. (2003). The interaction between primary teachers' perceptions of ICT and their pedagogy. Education and Information Technologies, 8(4), 313-326. https://doi.org/10.1023/B:EAIT.0000008674.76243.8f
  18. Lyle, K. E. (2009). Teachers' perceptions of their technology education curricula (Doctoral dissertation, Immaculata College).
  19. McCannon, M., & Crews, T. B. (2000). Assessing the technology training needs of elementary school teachers. Journal of Technology and Teacher Education, 8(2), 111-121. https://www.learntechlib.org/primary/p/8030/
  20. Namaziandost, E., & Nasri, M. (2019). The impact of social media on EFL learners’ speaking skill: a survey study involving EFL teachers and students. Journal of Applied Linguistics and Language Research, 6(3), 199-215.
  21. Ragupathi, K., & Hubball, H. (2015). Scholarly Approaches to Learning Technology Integration in a Research-Intensive University Context. Transformative Dialogues: Teaching and Learning Journal, 8(1).
  22. Roach, B. (2010). Educational technology in the classroom from the teacher's perspective. Fielding Graduate University.
  23. Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual review of applied linguistics, 31, 275-288. https://doi.org/10.1017/S0267190511000079
  24. Sudrajat, W. N. A., & Purnawarman, P. (2019). Students’ Perceptions on the Use of Google Docs as an Online Collaborative Tool in Translation Class. Lingua Cultura, 13(3), 209-216. https://doi.org/10.21512/lc.v13i3.5969
  25. Tamimi, M. H. (2017). Integrating Web 2.0 technologies in learning: Using Facebook group and BYKI in English language courses. International Journal of Arabic-English Studies, 17(1), 85-108. https://ijaes.net/article/fulltext/view?volume=17&issue=1&id=5
  26. Zheng, B., Lawrence, J., Warschauer, M., & Lin, C. H. (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), 201-229.

Similar Articles

<< < 35 36 37 38 39 40 41 42 43 44 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Teachers’ Perception Google Document Teaching and Learning Process