Use of Digital Tools by English Language Schoolteachers

Benjamin Luke Moorhouse*, Lu Yan

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

5 Citations (Scopus)
220 Downloads (Pure)

Abstract

The present study explored the use of digital tools by English language schoolteachers in Hong Kong. Using a qualitative-dominant sequential mixed-methods design, wherein an online mixed-methods survey of primary and secondary school English language teachers (N = 83) and follow-up in-depth interviews (N = 22) were employed, this study collectively explored which digital tools the participants used, why the participants used these tools, and how the participants used them. Fourteen categories of tools utilized by teachers in their professional practice were identified. These were further categorized into core, additional, and remote digital tools based on their mode and frequency of use. Affordances of the core digital tools for language teaching were identified, with examples of teachers’ pedagogical uses of the tools presented. By providing an overview of digital tool use, teachers, school leadership, and professional development providers can better understand how teachers should be prepared for the digital realities of schools. In addition, this study provides a model for understanding the context and subject-specific bidirectional relationship between tools, their affordances, and teachers’ professional tasks.
Original languageEnglish
Article number226
Number of pages15
JournalEducation Sciences
Volume13
Issue number3
DOIs
Publication statusPublished - Mar 2023

Scopus Subject Areas

  • Computer Science (miscellaneous)
  • Education
  • Developmental and Educational Psychology
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Computer Science Applications
  • Public Administration

User-Defined Keywords

  • English language teaching
  • Hong Kong
  • digital tools
  • professional digital competence
  • schoolteachers
  • technology

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