TY - JOUR
T1 - Use of Digital Tools by English Language Schoolteachers
AU - Moorhouse, Benjamin Luke
AU - Yan, Lu
N1 - Funding information:
This research was funded by the Early Career Grant, Research Grants Committee, Hong Kong SAR, Hong Kong, grant number 22612121. And The APC was funded by Hong Kong Baptist University Start‐up grant for New Academics.
Publisher copyright:
© 2023 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2023/3
Y1 - 2023/3
N2 - 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.
AB - 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.
KW - digital tools
KW - professional digital competence
KW - Hong Kong
KW - technology
KW - schoolteachers
KW - English language teaching
UR - https://www.mdpi.com/2227-7102/13/3
U2 - 10.3390/educsci13030226
DO - 10.3390/educsci13030226
M3 - Article
SN - 2227-7102
VL - 13
JO - Education Sciences
JF - Education Sciences
IS - 3
M1 - 226
ER -