technology integration

Impressive speculation has been made to carry technology to schools and these ventures have for sure brought about a large number of “examples of overcoming adversity”. Nonetheless, there is one critical gap in the instructive purposes of technology that should be addressed. Research shows that although most teachers and students tend to use these tools in teaching language skills, they refuse to do so for fear of using technology tools in the classroom; therefore, to shed light on different aspects of this critical point, the present study reviewed the possible relationship between technology use and students’ fear and anxiety in the literature. The findings of this study showed that teachers and students who have a high level of computer knowledge are less afraid of technology. The findings also showed that another factor of the language learners’ reluctance of using technology is their teachers’ beliefs about the effectiveness of these tools. The results of the present study provide suggestions for training language teachers to educational planners about a more efficient process of language teaching due to the new needs in the use of technology in English language teaching. A significant implication, thusly, is that the training and preparation of teachers and directors ought to turn into a need in creating technology-related proficient turn of events.

The landscape of education has been revolutionized by the rapid advancements in digital technology, presenting both opportunities and challenges for educators and learners. In this context, the integration of technology into teaching and learning is no longer sufficient; educators must also embrace the power of networked learning to foster knowledge construction in a connected world. This expository article introduces the innovative framework of Connective TPACK, which seamlessly combines technology, pedagogy, content knowledge, and networked learning. By exploring the key elements of Connective TPACK and its implications for education, this article aims to empower educators and learners in navigating the networked environment and constructing knowledge collaboratively. From fostering connections and collaboration to nurturing a culture of self-directed learning, the Connective TPACK Framework paves the way for authentic, global, and learner-centered education. Embracing this holistic approach enables educators to leverage technology and networked learning effectively, preparing learners to thrive in the interconnected world with confidence and agency.

Technology integration has become increasingly significant in educational contexts, offering promising opportunities for the professional development of teachers, including EFL teachers. This study explored the transformative potential of integrating technology in the professional development of pre-service and in-service EFL teachers in schools, institutes, and universities. The research objective was to examine the impact of technology integration on teachers' anxiety levels and pedagogical practices. Forty-six pre- and in-service teachers (n=23 per group) participated in a comprehensive 10-session professional development program. The procedure included pre-testing the participants for anxiety levels, conducting the program (twice a week; from January to February, 2023), and administering post-tests after a one-semester interval (May, 2023) to assess changes in the teachers’ anxiety levels and pedagogical practices. The quantitative and qualitative findings revealed the compelling benefits of technology integration for the pre-service teachers, as they reported lower anxiety levels and a significant boost in confidence when selecting and utilizing appropriate technological tools, designing engaging digital activities, and effectively managing technology-related challenges. Conversely, the in-service teachers experienced no significant reduction in anxiety. Moreover, they reported fewer advantages from technology integration and tended to adhere to traditional teaching methods, predominantly due to the challenges of altering established instructional strategies. The findings underscore the critical role of prioritizing professional development for in-service teachers, considering their pivotal role in shaping the future landscape of education. Dedicated efforts should be aimed at supporting teachers to integrate technology effectively, foster better teaching practices, and facilitate optimal learning outcomes for EFL students.  

The rapid advancement of technology has opened up new avenues for language learning, and understanding the factors that impact students' behavioural intentions is crucial for the effective integration of technology in EFL classrooms. The present study investigates the influence of risk-taking behaviour and the Technology Acceptance Model (TAM) in enhancing the behavioural intention of English as a Foreign Language (EFL) students through the integration of technology. The study utilized a quantitative research approach, employing surveys and data analysis techniques to test reliability using the PLS-SEM program tool to gather and analyze data from a sample of 75 EFL college students. The participants were assessed during the continuous assessment of the course based on their risk-taking tendencies, as well as their perceptions and attitudes towards technology acceptance according to the TAM framework. The study's findings are intended to offer important new understandings of the correlation between risk-taking behaviour and TAM characteristics (perceived usefulness and perceived ease of use), and EFL college students' behavioural intention. Additionally, the research aims to identify the factors that positively influence students' intention to adopt and utilize technology in their language learning process. The implications of this study can contribute to the development of effective strategies for educators and institutions to enhance EFL college students' behavioural intention through technology integration. By understanding the role of risk-taking behaviour and TAM variables, educators can design instructional approaches that align with students' preferences and promote active engagement in the learning process.  

This study investigates the feasibility of implementing smart water supply systems as part of the broader smart city initiative in Qazvin, Iran. The research aims to analyze the relationship between smart water supply systems and urban smartness, focusing on the potential benefits and challenges associated with their integration. Utilizing a mixed-methods approach, the study combines qualitative interviews with experts in urban planning and quantitative surveys targeting municipal managers and water supply authorities. The findings reveal that smart water supply systems can significantly enhance urban infrastructure by improving water management efficiency, reducing waste, and increasing citizen engagement. However, challenges such as financial constraints, lack of technical expertise, and insufficient regulatory frameworks hinder the successful implementation of these systems. The study concludes that while the potential for smart water supply systems in Qazvin is promising, strategic planning, investment in technology, and stakeholder collaboration are essential for overcoming existing barriers. This research contributes to the growing body of literature on smart cities and offers practical insights for policymakers and urban planners aiming to foster sustainable urban development through innovative water management solutions.

Purpose: This study aims to identify and analyze the conceptual framework of a task-based curriculum design. The focus is on understanding how this approach integrates active, student-centered learning with the practical application of knowledge, aligning curriculum content with global competencies and career readiness. Methodology: A qualitative research design was employed, utilizing content analysis of elementary school textbooks and semi-structured interviews with curriculum experts and educational theorists. Purposeful sampling was used to select 35 textbooks and relevant experts for the study. Data collection continued until theoretical saturation was achieved, and thematic analysis was conducted to identify key themes and patterns related to task-based curriculum components. Findings: The analysis revealed six main domains within the task-based curriculum framework: curriculum design and development, student-centered learning, active and authentic learning, differentiation and adaptation, social learning and collaboration, and assessment and evaluation. These domains emphasize the importance of aligning curriculum with global standards, fostering learner autonomy, integrating authentic tasks, accommodating diverse learning needs, promoting collaboration, and employing task-based assessment methods. The study highlights the critical role of technology integration and continuous curriculum adaptation in maintaining relevance and effectiveness. Conclusion: The task-based curriculum design offers a comprehensive approach that aligns with the demands of contemporary education. By prioritizing active, student-centered learning and the integration of real-world tasks, this approach enhances student engagement, prepares learners fo

This research sought to assess the integrated impact of CLT (Communicative Language Teaching) and PLT (Pragmatic Language Teaching) on language competency, pragmatic awareness, and cultural competence. The study used a mixed-methods methodology, integrating both pre- and post-tests, questionnaires, interviews, and classroom observations, in addition to technological tools to enhance learning experiences in 150 advanced EFL students from five Iranian universities. The results obtained from repeated measures ANOVA and t-tests demonstrated that the integrated use of CLT and PLT approach leads to a considerable enhancement in language proficiency, pragmatic awareness, and cultural competence, when compared to the utilization of either method individually. Qualitative findings demonstrated a notable rise in student self-assurance, enhanced comprehension of different cultures, and heightened levels of involvement. The results highlight the efficacy of combining Communicative Language Teaching (CLT) and Pragmatic Language Teaching (PLT) through the use of technology to improve global language training. The study's findings emphasize the necessity of providing instructor training in both strategies, developing a curriculum that effectively combines communicative and pragmatic features, and doing additional research to understand the long-term effects of integrated language teaching approaches. The research enhances our understanding of how the integration of Communicative Language Teaching (CLT) and Pragmatic Language Teaching (PLT) might optimize language learning consequences and better equip students for real-life communication.