What Do Languages Teachers Think of Technology and Their Own IT Literacy?
Matthew Absalom, University of Melbourne, Australia
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Teachers are increasingly being asked to unquestioningly integrate information technology into their teaching practice. Some researchers have found that this goal is “neither value neutral or universally understood” (Jamieson-Proctor, Burnett, Finger & Watson, 2006, p. 511). In this brief paper I discuss a preliminary study of the perceptions of two groups of language teachers relating to the use of information and communication technologies (ICT) in their teaching practice and of their own IT literacy collected via responses to a short questionnaire. The two cohorts are distinct: the first is a cross-section of teachers of diverse languages and experience; the second is, again, a group of teachers of different languages but who have identified as “leaders”. The analysis of questionnaire responses will explore perceptions of ICT in relation to factors such as gender, age, and teaching context. This analysis will lead to the development of some implications for teacher professional learning.
Absalom, M. (2011). What Do Languages Teachers Think of Technology and Their Own IT Literacy?. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 620-626). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)