Institutional Repository | Satya Wacana Christian University: Pedagogical Aspects of Using Schoology in Pronunciation Classes
PEDAGOGICAL ASPECTS OF USING SCHOOLOGY IN PRONUNCIATION
CLASSES
Virna Margetan
Abstract
Technology has been ubiquitously used in almost all aspects of human beings’ lives, including
English Language Teaching (ELT). Numerous studies have elaborated the potential usages and the
benefits of technology integration in language classrooms. Nonetheless, educators should not
forget that there should be pedagogy underlying the implementation of technology in language
teaching and learning process in order to achieve the learning goals effectively. This paper
attempted to investigate the pedagogical aspects of Schoology usage, an emerging Learning
Management System (LMS), particularly in pronunciation learning. The study took place in
English Language Education Program in Satya Wacana Christian University. A delayed
observation was conducted to examine activities done in Schoology by teachers and students in
four Pronunciation Practice classes during a semester in a blended learning environment. The data
obtained were analyzed under the framework of Plato’s pedagogy of integrating technology in
education. Plato (360 BC, cited in Roth, 2009) asserted that technology should promote interactive,
personalized and holistic learning. The study revealed that Schoology was able to promote
interactive learning by providing discussions and link-sharing features. Personalized learning was
facilitated by Schoology’s file-uploading and personalized-quiz features. In addition, link-sharing
and file-uploading features were found to enable holistic learning to occur.
Key Words: LMS, Schoology, technology in language learning, pedagogical aspects,
pronunciation
CLASSES
Virna Margetan
Abstract
Technology has been ubiquitously used in almost all aspects of human beings’ lives, including
English Language Teaching (ELT). Numerous studies have elaborated the potential usages and the
benefits of technology integration in language classrooms. Nonetheless, educators should not
forget that there should be pedagogy underlying the implementation of technology in language
teaching and learning process in order to achieve the learning goals effectively. This paper
attempted to investigate the pedagogical aspects of Schoology usage, an emerging Learning
Management System (LMS), particularly in pronunciation learning. The study took place in
English Language Education Program in Satya Wacana Christian University. A delayed
observation was conducted to examine activities done in Schoology by teachers and students in
four Pronunciation Practice classes during a semester in a blended learning environment. The data
obtained were analyzed under the framework of Plato’s pedagogy of integrating technology in
education. Plato (360 BC, cited in Roth, 2009) asserted that technology should promote interactive,
personalized and holistic learning. The study revealed that Schoology was able to promote
interactive learning by providing discussions and link-sharing features. Personalized learning was
facilitated by Schoology’s file-uploading and personalized-quiz features. In addition, link-sharing
and file-uploading features were found to enable holistic learning to occur.
Key Words: LMS, Schoology, technology in language learning, pedagogical aspects,
pronunciation