Developing English Language Teachers' Professional Capacities through Digital and Media Literacies

Abstract

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

Digital environment: An evolutionary component in environmental health

“…Any technological device that relies on the use of micro-processes functioning through a binary computational code such as mobile phones, tablets, laptops, and computers is collectively termed digital technology. 14 The innovation in digital technologies has reached 50% of the global population within the past two decades and has positively negated social equality by enhancing connectivity, financial inclusion, and access to trade and public services. 15 However, those who are yet to be connected face systematic exclusion from the benefits which will later be discussed under the subheading of inequalities in technological advancements.…”