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Towards a Critical Conceptual Framework for Technology Integration in Professional Development for English Language Teachers

, , Virginia Commonwealth University, United States

Journal of Educational Multimedia and Hypermedia Volume 29, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Publications and teacher professional development initiatives in technology integration offer valuable insights into how new technologies have been adopted in language teaching and learning at various points in history. However, their emphasis is usually limited to affordances and constraints of different technological tools with little or no examination of the complexity of teacher knowledge and how macrostructures shape teacher practices in a language classroom. This paper aims to fill the gap in this research area by drawing on the Bourdieusian concept of habitus to provide a critical theoretical basis for designing technology-oriented professional development. It provides new ways to contextualize technology integration and teacher knowledge. The key findings of literature review demonstrate that that teachers’ practices can be explained by their habitus (which includes what teachers unconsciously know about teaching) and teaching-related schema generated from habitus. Also, pedagogical and technological practices are shaped by social contexts and major paradigm shifts in education. The findings suggest a need for designing technology-oriented professional development that considers teachers’ backgrounds or habitus as well as their technological and pedagogical capital.

Citation

Greene, M. & Jones, W. (2020). Towards a Critical Conceptual Framework for Technology Integration in Professional Development for English Language Teachers. Journal of Educational Multimedia and Hypermedia, 29(2), 113-132. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 11, 2020 from .