Teachers’ digital technology use after a period of online teaching

Benjamin Luke Moorhouse*

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

14 Citations (Scopus)


This article reports on a study that investigated primary-school English-language teachers’ use of digital technologies in their in-person classrooms after a period of online teaching necessitated by the COVID-19 pandemic. It also explored the perceived effects the period of online teaching had on the teachers’ practices. Data were collected through in-depth interviews with sixteen experienced
Hong Kong primary-school English-language teachers approximately one year after they returned to in-person teaching. The findings suggest that the period of online teaching has led to a greater utilization of technology for teaching.
In addition, they suggest digital technologies are now embedded in teachers’ regular teaching practices, with the digital technologies adopted primarily those that enhance existing practices. Common digital technologies include: (1) learning management systems; (2) digital noticeboards; (3) interactive digital worksheets and quizzes; and (4) interactive presentation software. Examples
of how teachers use digital technologies, and considerations for their use, are provided.
Original languageEnglish
Pages (from-to)445–457
Number of pages13
JournalELT Journal
Issue number4
Early online date6 Jan 2023
Publication statusPublished - Oct 2023

Scopus Subject Areas

  • Education
  • Developmental and Educational Psychology
  • Language and Linguistics

User-Defined Keywords

  • COVID-19
  • English language teaching
  • digital technology
  • young learners


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