Impact of Digital Technology Training on English for Science and Technology Teachers in India

Autor/in	Mahapatra, Santosh Kumar
Titel	Impact of Digital Technology Training on English for Science and Technology Teachers in India
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 51 (2020) 1, S.117-133 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahapatra, Santosh Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220907401
Schlagwörter	Technological Literacy; Teaching Methods; Foreign Countries; Educational Policy; Program Effectiveness; English for Science and Technology; Second Language Learning; Second Language Instruction; Comparative Analysis; Teacher Attitudes; Technology Integration; Faculty Development; Portfolios (Background Materials); Language Teachers; Indians; Higher Education; Case Studies; Program Descriptions + Suchen Sie Ihr Suchwort? Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Politics of education; Bildungspolitik; Technisches Englisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Language teacher; Sprachunterricht; Inder; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01