“You have to teach to your personality”: Caring, sharing and teaching with technology

Abstract

Studies of teachers in higher education have acknowledged the relationship between teaching and teacher identity. Teacher identity is seen as dynamic, context-specific, and encompassing a teachers' sense of meaning, values and self-esteem. This article considers the relationship between the values dimension of teacher identity and the use of technology. Using qualitative data from a multisite case study, it explores three aspects of the relationship between values and technology in teaching: firstly, the extent to which technology allows university teachers to share their values and their personality with students; secondly, the way in which technology affects the performance of teaching; thirdly, the ways in which teachers enact their care for and commitment to students though technology-mediated means. The article suggests that technology can be used in ways that teachers feel support or hinder their ability to communicate their values and shows how an individual's use of technology may be shaped by aspects of their identity as a teacher.

Expectations and Reality Regarding Teacher Personality: Perspectives of Indonesian Students Using Importance-Performance Analysis

“…A positive attitude of a teacher will have a positive influence on students in particular and society in general (Chan & Yuen, 2014). The teaching and learning process is the core of the overall educational process, with the teacher as the main role player (Chiva-Bartoll, 2018;Shelton, 2018). The abilities and characteristics needed to be a good teacher are the same factors that determine a good education (Djigić et al, 2014).…”

Teacher identity in technology-assisted language learning: Challenges and affordances

“…presenting their commitments to learners, expressing care to learners' needs; sharing their value-laden personality, etc. ; Shelton, 2018). Developing a Community of Practice (9.09%).…”

“…Engaging with Social Media Could Challenge Teacher's Self-image (15.91%). Exploring the impact of using technology on teacher identity development, Shelton (2018) reported that teachers would have a negative impression if they perceive technology as a constraining factor of their personal agency. As a solution, the use of media needs to be integrated into distance learning by enhancing teachers' digital literacy in terms of self-presentation and establishing personal boundaries.…”

Current state of research on the use of technology in language teacher education and professional development

“…Poor digital literacy on the part of preservice teachers can result in a negative self‐image (Vella, 2013). Shelton (2018) reported that some preservice teachers considered educational technology as a constraining factor rather than a facilitative factor, thereby negatively affecting their personal agency. The argument is that predetermined instructional designs in educational technology cause managerial coercion and, as a result, loss of professional autonomy that negatively impacts professional self‐image (D. R. Johnson, 2012; Veletsianos & Kimmons, 2013).…”