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Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms

Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms

Kean Wah Lee, Cynthia C. James
Copyright: © 2018 |Volume: 8 |Issue: 4 |Pages: 19
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781522545989|DOI: 10.4018/IJCALLT.2018100102
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MLA

Lee, Kean Wah, and Cynthia C. James. "Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms." IJCALLT vol.8, no.4 2018: pp.13-31. http://doi.org/10.4018/IJCALLT.2018100102

APA

Lee, K. W. & James, C. C. (2018). Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(4), 13-31. http://doi.org/10.4018/IJCALLT.2018100102

Chicago

Lee, Kean Wah, and Cynthia C. James. "Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 8, no.4: 13-31. http://doi.org/10.4018/IJCALLT.2018100102

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Abstract

A 21st century teacher must communicate in the language and style of their students to ensure that their learning is meaningful. However, this is challenging, especially for teachers who are less familiar with using technology in teaching. To inspire a group of ESL ‘digital immigrant' teachers, a professional learning community (PLC) was set up. PLC consisted of both pre-service teachers (digital natives) and in-service teachers (digital immigrants). The two groups exchanged knowledge through a series of sharing sessions to demonstrate the technical aspects of technology, as well as to provide an understanding that technology has affordances and constraints. This case study investigates a group of in-service teachers who adopted the IDDIRR instructional design model (introduce, demonstrate, develop, implement, reflect, revise) to develop technology-based lessons for their ESL classrooms. The data for this study were collected through three main instruments: surveys, interviews and written reflections. The survey data was descriptively analysed using SPSS Version 24, while the reflection and interview data were assessed using thematic analysis. The findings suggest that the IDDIRR-TPACK + PLC model, along with a supportive PLC environment and the presence of more knowledgeable peers (MKO), helped enhance teachers' TPACK and inspired them to integrate more technology in their classrooms.

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