Impact of CALL in-house professional development training on teachers’ pedagogy: An evaluative study

Sulaimani, Amjjad; Sarhandi, Pir Suhail Ahmed; Buledi, Majid Hussain

doi:10.1080/2331186x.2017.1355646

Cited by 14 publications

(10 citation statements)

References 31 publications

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“…With the advancement of technology, technological tools in education have greatly influenced technology integration (Sulaimani et al, 2017). There has been an emergence of new methods, strategies and specialised tools for language learning and teaching.…”

Section: Technology Integration For Cpdmentioning

confidence: 99%

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

2023

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This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate school-based professional support. An intervention implementing the technology-integrated continuous professional development cycle was conceptualised and implemented in the study. A teacher educator, together with eight English teachers, implemented the technology-integrated continuous professional development cycle. A blended approach to school-based professional support revealed that teachers valued the technological tools that facilitated professional development. These tools (such as Google Drive, Google Meets and WhatsApp) allowed for teachers to collaboratively conduct action research with the teacher educator. The study identified what factors engaged teachers in professional development as well as how technology facilitated continuous professional development. The study concluded that a mixture of different modes of continuous professional development allowed for greater teacher professional development to take place, as well as leading to applying the professional development in the classroom context.

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Section: Technology Integration For Cpdmentioning

confidence: 99%

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

2023

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“…Hashmi (2016) contended that CALL has been integrated into Saudi EFL classrooms to improve English language proficiency, but that teachers still use technology infrequently and at low levels. Sulaimani et al (2017) asserted that technology integration in Saudi EFL classrooms remains unknown and teachers' use of TALL remains ineffective. However, Saqlain et al (2013) scrutinized English language teachers' readiness to integrate technology into Saudi EFL English classrooms and found teachers were willing to use technology, but noted the scarcity of technology and training to support engagement and learning.…”

Section: Perceived Technological Integrationmentioning

confidence: 99%

Saudi EFL Teachers’ Self-efficacy in Technology-assisted Language Learning (TALL)

Al-Seghayer

2022

Int. J. Appl. Linguist. Engl. Lit.

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This study employs an explanatory, convergent parallel, mixed methods design to investigate the perceived self-efficacy of 145 Saudi teachers of English as a foreign language (EFL) when engaging in technology-assisted language learning (TALL). These teachers were evaluated on their technological knowledge on four subdimensions, on their pedagogical technology skills on five subcategories, and on five subdimensions related to their self-perceived ability to integrate TALL into English-language classrooms. The triangulated data were recursively collected in three consecutive phases. Self-efficacy was assessed using data obtained from a 48-item TALL survey and from classroom observations and interviews. Participants completed questionnaires on their self-perceived technological self-efficacy, 13 of whom were observed while teaching and subsequently participated in one-on-one interviews. The data were analyzed using the descriptive statistics of means and standard deviations and inferential statistics through one-way repeated-measures analysis of variances (RM ANOVA), along with some statistical tests and Stepwise regression. The data from the observed lessons were subjected to scrupulous and meticulous analysis, and the data from the interviews were recorded, transcribed, coded, and categorized. The findings culled from the survey, lesson observations, and interviews all revealed that Saudi EFL teachers have low self-efficacy in terms of language-learning technological knowledge, language-learning pedagogical technology skills, and ability to effectively integrate technology into EFL instruction. The implications emerging from this study center on the need to develop EFL teachers’ self-efficacy with technology to ensure that language-related digital tools in EFL instruction are used in the most effective pedagogical manner and to their full potential.

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“…Cedillo and Kieran, (2003) stated that technology is integrated in a smaller amount in teaching and learning by the teachers who perceive technology as less important and they are not much interested to enhance their skills related to technology, pedagogy and content (TPACK). In contrast, those teachers who believe that technology contribute positively in students' learning they are much interested to integrate technology (Sulaimani et. al.…”

Section: Teachers' Perceptions For Technology Integrationmentioning

confidence: 99%

Teachers’ Self-Perceptions for Technology Integration in Teaching Through the Lens of Tpack Framework

Bugti¹

2022

PJER

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Technology can provide everlasting advantages in teaching and learning if utilized effectively however, it seems impossible without enhancing teachers’ technological skills. The aim of this study is to analyze the current status of teachers’ use of technology in their pedagogy and to examine teachers’ self-perceptions regarding their technological and pedagogical knowledge using technological, pedagogical and content knowledge (TPACK) framework. The study was carried out in the context of Shah Abdul Latif University, Khairpur. The quantitative survey method was adopted for current case study to explore self-perceptions of the participants regarding level of understanding for their technological and pedagogical skills. Total 123 Teaching Assistant (TAs) taught in different departments of SALU, Khairpur, holding master degrees in their concerned field were selected purposively. Results revealed that all teaching assistants perceived themselves at high level of understanding in all pedagogical related skills while their self-perceptions displayed that they were at low level of understanding in all technological based domains. In the light of findings, current study recommended that the areas where TAs perceived themselves at low level need to be strengthened through technology trainings, secondly TAs can prepare themselves for technology aligned pedagogical practices to contribute in teaching and learning and administration needs to plan and execute trainings on technological pedagogy specifically using TPACK framework to promote and encourage technological enriched teaching and learning environment.

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Impact of CALL in-house professional development training on teachers’ pedagogy: An evaluative study

Cited by 14 publications

References 31 publications

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

Saudi EFL Teachers’ Self-efficacy in Technology-assisted Language Learning (TALL)

Teachers’ Self-Perceptions for Technology Integration in Teaching Through the Lens of Tpack Framework

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