Utilizing the RAAEA Model: A Case Study of ICT Tool Use by a Writing Lecturer in the 4th Semester at University of Islam Malang

Abstract

Information and Communication Technology (ICT) has brought about significant changes in education. The use of ICT in education has transformed the way we learn, teach, and interact between teachers and students. Teachers must make decisions regarding how to determine, adapt, and select technologies that are appropriate for learning. In this regard, the RAAEA (Recognizing, Accepting, Adapting, Exploring, and Advancing) technology integration model formulated by Niess et al. (2007 cited in Niess, 2013) can be utilized to emphasize the stages of using selected technological tools in the teaching and learning process. RAAEA is also employed to explain how a teacher utilizes Information and Communication Technology (ICT) in the instructional process. This model is used to evaluate and enhance the use of ICT by teachers in the teaching process. The research aims to explore the utilization of ICT tools by writing lecturer from the perspective of RAAEA technology integration model, specifically focusing on fourth-semester writing lecturer in the English Education Department at the University of Islam Malang. A descriptive qualitative method with a case study is employed. This research adopts a single case study. The researcher selects one writing lecturer as the informant for this study. The research procedure involves conducting in-depth interviews with the writing lecturer. Data analysis was carried out through data reduction, data display, and conclusion drawing. The study findings indicate that lecturer use a variety of ICT tools in their writing classes also identified several strategies employed by lecturer to integrate ICT tools into their writing classes. These tools have different features and functions that cater to specific needs. However, lecturer encounter a significant challenge with internet connectivity when utilizing these tools. Additionally, the study revealed that lecturer were not familiar with RAAEA, but the lecturer comprehended and applied the underlying principles. Based on the findings of this research, it is directed towards writing lecturer to overcome and ensure stable internet connectivity, enhance proficiency in using ICT tools, and continuously evaluate the use of ICT tools in writing learning. With these recommendations, writing lecturer are expected to optimize the use of ICT tools, overcome challenges, and create effective learning activities using ICT tools. Further exploration and investigation regarding the integration of ICT devices in writing learning can be explained in depth by future researchers. Key Words: ICT, RAAEA Model of Technology Integration