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Impact of Digital Technology Training on English for Science and Technology Teachers in India
RELC Journal ( IF 1.620 ) Pub Date : 2020-04-01 , DOI: 10.1177/0033688220907401
Santosh Kumar Mahapatra 1
Affiliation  

With digital literacies becoming an essential competency for teachers across the world, recent educational policies in India emphasize teachers’ ability to use digital technologies for pedagogic purposes and the use of digital technologies by teachers as one of the evaluation criteria for ranking institutions. In the absence of any properly established policy on in-service training in digital technologies for teachers, such policies cannot be expected to promote effective learning. Moreover, little effort is being made to keep track of the impact of training in digital technologies on teachers’ pedagogic practices. In light of the above background, the proposed multiple-case study aims to explore changes in the practices of three English for Science and Technology (EST) teachers in India. The main objective of the study is to compare the teachers’ technology integration practices before and after they participated in a 12-hour need-based training programme in digital technologies. Data for the study were collected through questionnaires, interviews, classroom observations, field notes and e-portfolios. Results suggest that the programme had a positive impact on their practices and there was difference in the way the three teachers selected, used and thought about digital technologies. Factors such as motivation, administrative support, students’ response to the use of technologies, and awareness about students’ language needs shaped their practices.

中文翻译:

数字技术培训对印度科技教师英语的影响

随着数字素养成为世界各地教师的一项基本能力,印度最近的教育政策强调教师将数字技术用于教学目的的能力,并将教师使用数字技术作为评估机构排名的标准之一。如果没有任何关于教师数字技术在职培训的适当制定政策,就不能指望这些政策促进有效学习。此外,几乎没有努力跟踪数字技术培训对教师教学实践的影响。鉴于上述背景,拟议的多案例研究旨在探讨印度三名科技英语 (EST) 教师在实践中的变化。该研究的主要目的是比较教师在参加 12 小时基于需求的数字技术培训计划之前和之后的技术整合实践。该研究的数据是通过问卷调查、访谈、课堂观察、实地记录和电子档案收集的。结果表明,该计划对他们的实践产生了积极影响,三位教师在选择、使用和思考数字技术的方式上存在差异。动机、行政支持、学生对技术使用的反应以及对学生语言需求的认识等因素影响了他们的实践。该研究的数据是通过问卷调查、访谈、课堂观察、实地记录和电子档案收集的。结果表明,该计划对他们的实践产生了积极影响,三位教师在选择、使用和思考数字技术的方式上存在差异。动机、行政支持、学生对技术使用的反应以及对学生语言需求的认识等因素影响了他们的实践。该研究的数据是通过问卷调查、访谈、课堂观察、现场笔记和电子档案收集的。结果表明,该计划对他们的实践产生了积极影响,三位教师在选择、使用和思考数字技术的方式上存在差异。动机、行政支持、学生对技术使用的反应以及对学生语言需求的认识等因素影响了他们的实践。
更新日期:2020-04-01
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