Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

Abstract

This qualitative case study seeks to document and understand the influence of technology integrated/supported professional development (PD) on preK-12 grade teachers in Nepal. The study focuses on the value of collaborative, university-school relationships to foster buy-in among teachers to integrate technology for increased student learning. We used the TPACK framework and sociocultural theory of learning to understand how and why technology integration at a rural school in a poor country would support more engaged pedagogy for learning. The PDs were co-designed by the researchers with teachers’ input, and further supported in its implementation when teachers tried out the new strategies in their classrooms. Data was collected utilizing methods of observations, self-reflective fieldnotes, informal interviews, and artifacts. Data analysis indicated that effective and locally suitable technology integration relies on building relationships with the teachers and school community; technology integration needs to be focused on the local needs of students and teachers based on their resources and curricular demands; and while limited (mobile) technology integration can support better learning, student-centered inquiry-based pedagogy needs to guide technology use in class. Furthermore, the study argues that recognizing and valuing local cultural and school contexts are central to successful PD in technology integration.

Critical Factors Affecting Students' Intention to Adopt Technology-Enhanced Learning

“…The results also reveal that the students' perceived subject interest had a significant positive effect on students' intention to adopt TEL. These findings are in line with some previous studies (Barksdale et al, 2021;Chiraz, 2022;Ibrahimi et al, 2022;Khan et al, 2021;Lampropoulos et al, 2021;Lee et al, 2005;Liu et al, 2010;Mecias & Palaoag, 2022;Maheshwari, 2021;Moore, 2021;Zare & Yazdanparast, 2013). Thus, if students' interest in learning a specific subject is high, their curiosity will be encouraged, which has a positive influence on learning through an online medium.…”

Navigating English Language Education Challenges in Resource-limited Contexts

“…With the rapid advancement of technology, its integration into education has expanded. Common technological resources include radio, mobile phones, television, computers, tablets/e-readers, and multimedia projectors (Barksdale et al, 2021). These technological resources provide numerous benefits, including increased access to education, rapid information, improved communication, interactive learning, and cost-effective access to educational materials, all of which have a good impact on English teaching.…”

“…However, implementing student-centered learning approaches in English teaching becomes challenging when students have poor English language proficiency. Students' limited language skills may hinder their participation in activities that require brainstorming or active engagement, posing a challenge for English teachers to effectively implement student-centered learning strategies (Barksdale et al, 2021). One of the research participant, Teacher A shared his views: I face challenges with students' weak English skills and lack of interest.…”

Divergence of Everyday Practices and School Policy on Mobile Use: Challenges to Developing EFL Learners’ Digital Literacies

“…Today, digital literacies with mobile devices (e.g. mobile phones) can provide language learners with the interactive and visually appealing learning materials (Abdallah, 2021;Ariffin et al, 2022;Barksdale et al, 2021;Eisenlauer, 2014;Paudel, 2021;Talan & Kalinkara, 2022;Zaid & Shehada, 2022). To develop digital literacies among youngers, it is necessary to understand the interplay between young learners and mobile devices, for example their interactions when using digital tools for communication, and learn.…”