Abstract
The global trend of increased technology use for information access, communication and entertainment is extending into educational settings, prompting educators to consider the role of technology and review more traditional teaching and learning methodologies. Whether or not we agree with the growing opinion that “Traditional teaching and learning methods are becoming less effective at engaging students and motivating them to achieve” (Gitsaki et al., 2013: 1), the use of technology in English language teaching and learning is increasing. Technology is moving from being a supplementary resource (e.g. language labs, Computer Assisted Language Learning) to a means of language instruction and practice, made increasingly easier by personal and mobile devices. However, it is well recognized that the successful integration of new technologies in education is dependent on teachers (Mumtaz, 2000; Albrini, 2004; Judson, 2006; Keengwe et al., 2008; Rossing et al., 2012). Their personal beliefs, assumptions and attitudes to technology will influence the acceptance, use, effectiveness and success of new initiatives; therefore, teachers who are required to implement change need sufficient time, support and training, without which they are unlikely to see the value and affordances of new technology. It is important, then, that teachers in this environment are effectively prepared for potential changes in classroom practice (Ess, 2009) and supported in ongoing learning (Abadiano & Turner, 2004; Borko, 2004).
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Further reading
Dowling, S., Gunn, C. Raven, J. & Gitsaki, C. (2012). Opening Up Learning: Creating and Sustaining Powerful and Adaptive Learning Environments for 21st Century Learners. Abu Dhabi: HCT Press. http://shct.hct.ac.ae/events/edtechpd2013/articles2012/index.asp
Dowling, S., Donaghue, H., Gunn, C., Raven, J., & Hayhoe, S. (2013). Redefining Learning: Creating and Sustaining Powerful and Adaptive Learning Environments for 21st Century Learners. Abu Dhabi: HCT Press.
These books host a collection of articles written by tertiary teachers using technology in teaching, both with (the 2013 volume) and without (the 2012 volume) iPads. Different aspects of the use of technology in teaching are discussed, ranging from pedagogical tools and applications, the use of technology in different approaches to teaching (e.g. task based learning, student centred materials development, digital media literacy, team projects, collaborative learning, student eportfolios, blended learning) and specific investigations (e.g. report writing, raising awareness of reading strategies, assistive technologies for students with special needs, online learning environments). As such, this rich collection of perspectives and affordances will interest teachers interested in using technology in their teaching.
Howard, A. & Donaghue, H. (2014). Teacher Evaluation in Second Language Education. London: Bloomsbury.
This book takes a critical look at observation and feedback from the perspectives of those involved in the process. The chapters in this book are united by a single dominant theme: the importance of reflection and self-evaluation in allowing teachers to make choices about changes to their practice. By describing and investigating current practice and research of observation and feedback, this book gives suggestions and recommendations to help maximize teacher development, outlining key approaches and discussing tools for investigation and collaboration. The book highlights the importance of the use of talk to foster reflection and teacher learning and the value of learning from experienced others, and thus has obvious parallels with the recommendation made in this chapter.
Lefstein, A. & Snell, J. (2014). Better Than Best Practice. Abingdon: Routledge.
This book takes a novel approach to researching classroom practice, professional development and improving teaching and learning with the use of real-life video-based case studies accompanied by comment, analysis and debate. The book explores the educational potential of classroom talk and the affordances and constraints of dialogic pedagogy and considers how teachers can learn from observing and discussing practice. It gives practical advice on how to organize and facilitate video-based professional development in which teachers share clips of lessons with colleagues in order to learn from one another’s challenges, problems, dilemmas and breakthroughs.
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© 2015 Helen Donaghue
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Donaghue, H. (2015). Changing Practice and Enabling Development: The Impact of Technology on Teaching and Language Teacher Education in UAE Federal Institutions. In: Farrell, T.S.C. (eds) International Perspectives on English Language Teacher Education. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137440068_9
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DOI: https://doi.org/10.1057/9781137440068_9
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