Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms

Abstract

This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university's English language teaching setting. The study explored the characteristics of this programme to English lecturers' technological pedagogical content knowledge (TPCK) development. This design-based research employed interviews, a data logbook, TPACK (Total PACKage) surveys, teacher attitudes toward computer (TAC) surveys, and a technology integration assessment rubric. Results show that participants had positive experiences with the professional development programme. TPCK was also enhanced after the professional development activities based on self-reported TPACK survey. Overall, evidence from all data sources shows that the professional development arrangement for technology integration improves the English lecturers' TPCK. Crucial aspects of a professional development programme should include the TPACK framework as a knowledge base, the design approach, active engagement, authentic learning experiences in a collaborative environment, curriculum coherency, an intensive programme schedule, guidance, support, and feedback.

In-service EFL Teacher Development for Technology Integration in Communicative Language Teaching

“…This study confirms the findings of the previous studies (e.g., Chamorro Rey, 2013; Liu & Kleinsasser, 2015;Ansyari, 2015). It can be argued that the in-service EFL teachers gain knowledge in CLT and technology integration in CLT.…”

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

“…HE institutions around the world are investing considerable amounts of money to create ICT resources that meet their students' and teachers' instructional needs (Ansyari, 2015;John, 2015;Watty, McKay, & Ngo, 2016). This is so because ICT is now integral to student learning experiences in most HE institutions.…”

“…Also, the proposed scale should be supplemented with other qualitative methodologies such as interviews, sampling of students' practical work, and classroom observations, to cope with the ambiguities that might result from the self-reporting nature of the scale. Students should have acquired a certain level of ICT literacy capacities during their university years (Deng & Tavares, 2015), and teachers should be able to assess students' ICT literacy capacities empirically and to integrate ICT into teaching and learning (Ansyari, 2015).…”

“…Findings suggest that undergraduate students should acquire an enhanced level of ICT literacy capacity. For this to be realised, student empowerment, staff capacity building, and an adequate ICT infrastructure are very much needed (Ansyari, 2015). Results of the multi-method approach provide specific guidelines to HE institutions using this approach to evaluate ICT literacy capacity and the resultant learning outcomes among their undergraduate students.…”

The Prevailing Practices and Challenges of Curriculum Reform in Ethiopian Higher Education: Views and Responses from Within

“…In Ethiopian HE, engagement in implementing the renewed curricula can happen in a supportive environment where job-embedded and on-site support model plays a key role to empower (Ansyari, 2015). This engagement brings in a positive learning experience and encourages the enhancement of teachers and students local experience (Jimma, 2014).…”