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Philosophies, Traditional Pedagogy, and New Technologies: A Report on a Case Study of EAP Teachers' Integration of Technology into Traditional Practice

Philosophies, Traditional Pedagogy, and New Technologies: A Report on a Case Study of EAP Teachers' Integration of Technology into Traditional Practice

Paul Breen
Copyright: © 2014 |Pages: 25
ISBN13: 9781466659902|ISBN10: 1466659904|EISBN13: 9781466659919
DOI: 10.4018/978-1-4666-5990-2.ch013
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MLA

Breen, Paul. "Philosophies, Traditional Pedagogy, and New Technologies: A Report on a Case Study of EAP Teachers' Integration of Technology into Traditional Practice." Cases on Teacher Identity, Diversity, and Cognition in Higher Education, edited by Paul Breen, IGI Global, 2014, pp. 317-341. https://doi.org/10.4018/978-1-4666-5990-2.ch013

APA

Breen, P. (2014). Philosophies, Traditional Pedagogy, and New Technologies: A Report on a Case Study of EAP Teachers' Integration of Technology into Traditional Practice. In P. Breen (Ed.), Cases on Teacher Identity, Diversity, and Cognition in Higher Education (pp. 317-341). IGI Global. https://doi.org/10.4018/978-1-4666-5990-2.ch013

Chicago

Breen, Paul. "Philosophies, Traditional Pedagogy, and New Technologies: A Report on a Case Study of EAP Teachers' Integration of Technology into Traditional Practice." In Cases on Teacher Identity, Diversity, and Cognition in Higher Education, edited by Paul Breen, 317-341. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5990-2.ch013

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Abstract

This chapter reports on a study of teachers in transition, developing their practice and their cognitions regarding the integration of learning technologies with traditional approaches to the teaching of English for Academic Purposes (EAP). Taking a case study approach, it examines developments in the practice of three teachers during and after a teacher education programme on the use of technology in the EAP classroom. This is a study of cognition, teaching philosophy, and the relationship between pedagogy, technology, and content, and how teachers situate these within their own practice. The setting is the rapidly changing UK higher education environment, where the speed of change is such that today's latest fashions and gadgets may well be yesterday's news tomorrow. Thus, this is not a tale of individual technologies or tools to make teachers' lives better. This is a story of people, of pedagogy's traditional values intersecting with technology, and the issues arising from this, alongside the evolution of strategies for dealing with these issues.

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