METHODOLOGY 5 UNIT 2 TECHNOLOGY AND EFL TEACHERS

1. UNIT 2
Technology & EFL Teachers

2. interpret teachers’ beliefs and attitudes toward
technology and technology integration;
demonstrate a fundamental understanding of the
different standards required of EFL teachers;
demonstrate an understanding of Warschauer’s
professional development approaches to language
learning technologies;
identify important influential factors of technological
application;

4.  Technophobe: those who might be
wary of technology development
 technophile/technogeek/techie: a
term for a technology enthusiast

5. Are you a technophile or a technophobe?

6. Tell your groupmates about the quiz result.
Is it true for you?
What do you think about the role of
technology in our daily life?
What do you think about the role of
technology in English language teaching?

7. Belief: the feeling of being certain that
something exists or is true
Attitude: a feeling or opinion about
something or someone

8. 1. Positive attitudes toward technology integration
enhance learning to use technologies in teaching and
learning.
2. Computer experience fosters positive attitudes towards
computers.
3. Teachers’ lack of confidence and skills of using
technology can be an obstacle to successful technology
integration.

9.  Teachers’ beliefs are essential in considering how a teacher teaches,
thinks, and learns.
(Gilakjani, 2012)
 Teachers’ belief in technology can influence how they use technology in
the classroom
(Windschitl & Sahl, 2002; Angers & Machtmes, 2005; Hermans et al.,
2008)
 Teachers with more traditional beliefs will implement more traditional
or “low-level” technology uses
 Teachers with more constructivist beliefs will implement more
student-centred or “high-level” technology uses
(Judson, 2006; Roehrig et al., 2007)

10. - “Attitude” is a hypothetical construct that represents an individual's like
or dislike for an item
=> Teachers’ attitude towards technology includes what they likes and
dislikes about technology
- Two important aspects of teachers’ attitude:
 “readiness for response”
 “motivating” or driving force
- Positive attitudes toward technology integration => enhance the use
of technology in teaching and learning;
- Negative attitudes => constrain it.
(Gilakjani,
2012)

11. (Davis, 1989)

12. What kinds of knowledge do teachers
have to have for the successful
integration of technology in teaching?

13. The Technological
Pedagogical Content
Knowledge (TPACK)
framework describes
the kinds of knowledge
required by teachers
for the successful
integration of
technology in
teaching.
Mishra & Koehler (2006)

14. TESOL TECHNOLOGY STANDARDS
TESOL Technology Standards
focus on how English language
teachers, teacher educators, and
administrators can and should
use technology in and out of the
classroom.

15. 2. TESOL TECHNOLOGY STANDARDS FOR EFL TEACHERS
Goal 1: Language teachers acquire and maintain foundational
knowledge and skills in technology for professional purposes.
Goal 2: Language teachers integrate pedagogical knowledge
and skills with technology to enhance language teaching and
learning.
Goal 3: Language teachers apply technology in record-
keeping, feedback, and assessment.
Goal 4. Language teachers use technology to improve
communication, collaboration, and efficiency.

16. GOAL 1: LANGUAGE TEACHERS ACQUIRE AND MAINTAIN
FOUNDATIONAL KNOWLEDGE AND SKILLS IN TECHNOLOGY
FOR PROFESSIONAL PURPOSES.
 Standard 1: language teachers demonstrate knowledge and skills in
basic technological concepts and operational competence, meeting or
exceeding tesol technology standards for students in whatever
situation they teach.
 Standard 2: language teachers demonstrate an understanding of a
wide range of technology supports for language learning and options
for using them in a given setting.
 Standard 3: language teachers actively strive to expand their skill and
knowledge base to evaluate, adopt, and adapt emerging technologies
throughout their careers.
 Standard 4: language teachers use technology in socially and
culturally appropriate, legal, and ethical ways.

17. GOAL 2: LANGUAGE TEACHERS INTEGRATE PEDAGOGICAL
KNOWLEDGE AND SKILLS WITH TECHNOLOGY TO ENHANCE
LANGUAGE TEACHING AND LEARNING.
Standard 1: language teachers identify and evaluate
technological resources and environments for suitability to
their teaching context.
Standard 2: language teachers coherently integrate
technology into their pedagogical approaches.
Standard 3: language teachers design and manage language
learning activities and tasks using technology appropriately
to meet curricular goals and objectives.
Standard 4: language teachers use relevant research findings
to inform the planning of language learning activities and
tasks that involve technology.

18. GOAL 3: LANGUAGE TEACHERS APPLY TECHNOLOGY IN RECORD-
KEEPING, FEEDBACK, AND ASSESSMENT.
Standard 1: language teachers evaluate and implement
relevant technology to aid in effective learner assessment.
Standard 2: language teachers use technological resources
to collect and analyze information in order to enhance
language instruction and learning.
Standard 3: language teachers evaluate the effectiveness
of specific student uses of technology to enhance teaching
and learning.

19. GOAL 4. LANGUAGE TEACHERS USE TECHNOLOGY TO IMPROVE
COMMUNICATION, COLLABORATION, AND EFFICIENCY.
Standard 1: language teachers use communication technologies
to maintain effective contact and collaboration with peers,
students, administration, and other stakeholders.
Standard 2: language teachers regularly reflect on the
intersection of professional practice and technological
developments so that they can make informed decisions
regarding the use of technology to support language learning
and communication.
Standard 3: language teachers apply technology to improve
efficiency in preparing for class, grading, and maintaining
records.

20. Are TESOL technology standards necessary for
EFL teachers? Why?
What are the benefits of TESOL technology
standards for EFL teachers?
What are the challenges EFL teachers face in
their attempts to satisfy the standards?

21. How can teachers develop their
knowledge and skills in technology?

22. Professional development is improving yourself
through learning and training to advance your
career

23.  Action Research
 Book Study / Internet Research
 Classroom/School Visitation
 Conferences
 Workshops / seminars
 Education Exchange
 Focused Conversations
 In-service training
 Peer coaching / mentoring
 Teacher activity group
 Self-Reflection/Journal
 Communities of Practice
 Viewing Educational Videos
 Online teaching portfolio
 Educational technology course
Which of these activities are the most interesting/feasible for you to do?

24. What factors do you think can affect teachers’
technological application in class?

25. Barriers at the institutional level:
Lack of ICT guidelines
Lack of training
Lack of support

26. Barriers at the academic staff level:
ICT resources
Lack of confidence and competence
Increased workload