Teachers’ Consideration in Technology-Integrated Lesson Design; A Case of Indonesian EFL Teachers

Abstract

The ubiquity of technology offers promising benefits of its integration in educational sector. However, the rationale regarding the teachers’ decision on integrating technology into their teaching and learning activities are still understudied. This study aims at exploring teachers’ consideration in choosing certain technology tools in the context of technology-integrated lesson design activities. Data were obtained through a focus group discussion during the lesson design which was followed by a semi structured interview. Findings for this study have enhanced the understanding of some aspects that teachers put into consideration while designing technology-integrated lessons; identifying goals, analyzing learners, planning instructional activities, and choosing the technology tools. In addition, the findings of this study also postulate that during the lesson design activities, teachers need to be triggered by some cognitive prompts in order to support them making some decision on the learning objectives, the stages of activities, and the technology tools they need to integrate.