Understanding language teachers' practice with educational technology: A case from China

Abstract

This article explores how eight secondary school teachers integrated educational technology into English language teaching in Beijing, China and considers their views of the factors influencing technology use. Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers. They employed educational technology for different pedagogical purposes, including addressing professional needs in improving teaching, designing materials and conducting professional development. Teachers also claimed that they used technology to address learners' needs, such as improving engagement, enhancing language acquisition, facilitating understanding and establishing a context for language use. The study identified four important factors in influencing teachers' use of technology, including sociocultural contexts, teachers' beliefs, access to resources, and technology competence and confidence.This study suggests that a critical reflective approach is useful in assisting teachers to understand their needs and pedagogical beliefs concerning technology use. Ongoing professional development is also valuable in promoting teachers' technology competence and confidence, thereby improving the use of technology in their teaching.

International Perspectives on ELT Classroom Interaction

“…Teachers all over the world are encouraged to integrate technology in their teaching and, at the same time, face many challenges in using technology. These challenges vary from external factors, such as technology availability and workload (Yang and Huang 2008), teachers' pedagogical beliefs (Li 2008), to technology competence and confidence (Lam 2000;Li 2014;Thao 2003). It is therefore important to realise that attention should be given to the ways in which technologies can be used to attain teaching and learning objectives, rather than to which technologies can (or should) be used (Li 2014).…”

“…These challenges vary from external factors, such as technology availability and workload (Yang and Huang 2008), teachers' pedagogical beliefs (Li 2008), to technology competence and confidence (Lam 2000;Li 2014;Thao 2003). It is therefore important to realise that attention should be given to the ways in which technologies can be used to attain teaching and learning objectives, rather than to which technologies can (or should) be used (Li 2014). To facilitate this, teachers need to engage in critical reflection, in which they assess the extent to which the use of a particular technology facilitates or hinders attainment of a particular learning objective.…”

The influence of an online pronunciation teacher’s manual on teachers’ cognitions

“…Technological competence and confidence are among the frequently mentioned reasons for teachers' adopting or rejecting technology in their teaching practices. If teachers do not believe they are competent and confident in technology, there is a high chance that they will be reluctant to use it (Li, 2014). Teachers' negative self-perceptions about their confidence in technology form a barrier for their integration of it into their teaching (Becta, 2004).…”

“…It is indicated that teachers may be reluctant to use technology if their efforts are not appreciated by school administrators (Hutchison & Reinking, 2010). Additionally, in some educational contexts, teaching is exam-oriented and textbooks are the main input sources; in such settings technology integration is not shown to be successful (Li, 2014).…”

“…Teacher-related factors like (Robinson & Mackey, 2006;Tour, 2015) attitudes towards technology, technological confidence (Li, 2014), personal use of technology (Wozney et al, 2006), and beliefs about the usefulness of technology in teaching (Chen 2008;Li, 2008) may affect their integration of technology into their teaching. For instance, Robinson and Mackey (2006) proposed that older teachers may be less confident about using technology, making them less willing to use it.…”