The Power of Personalization: A New Paradigm for ICT Integration and Literacy Resilience in Teaching

Abstract

The current study delves into the imperative integration of information and communication technology (ICT) within contemporary educational paradigms, particularly emphasizing subject-specific instruction and literacy education. Grounded in Amir’s seminal work on Literacy Resilience (LR) and the Professional Development Model for assimilating ICT in Disciplines (PDID Model), alongside Avidov-Ungar’s multifaceted model for teachers’ personal continuous professional learning (CPL), this research explores a tailored professional development approach. This approach aims to facilitate the seamless assimilation of disciplinary ICT while concurrently nurturing literacy resilience among students. Ninety-two language teachers participated in the PDID program, leveraging its personalized structure to foster environments conducive to managing learning autonomously, overcoming challenges, and setting personalized goals. The PDID Model’s success is attributed to its instructor profile, which underscores the importance of dual specializations in teaching and ICT, and its comprehensive support system encompassing theoretical training, technical assistance, and ongoing didactic and pedagogical guidance. Evaluation of teachers’ experiences revealed profound satisfaction and empowerment, underscoring the significance of personalized professional development in increasing both technological proficiency and personal fulfillment. This study underscores the imperative of a holistic strategy in integrating ICT within educational contexts to cultivate resilient and empowered learners.