Article Critique by Phil Longwell (1163612)

This study investigated ICT-related teacher development at a key university affiliated with the Ministry of Education in central southern China. It was researched with the backdrop of a national reform programme of College English teaching, which aimed to bring in innovative ICT into tertiary education. The objective was to investigate whether the staff at the institution were ready to integrate ICT into their ELT. The research aimed to understand EFL teachers uptake of ICT use in their teaching and current ICT-related CPD policies and practices in the chosen university. The study aimed to obtain a deeper understanding of ICT implementation in a particular context rather than to generalise from findings, and this approach *purposive sampling+ therefore seemed appropriate. Key Questions included: (1) What are EFL teachers attitudes towards the adoption of ICT in language teaching (ICT pedagogy) and the wider context College English teaching reform in China? (2) What are EFL teachers experiences of CPD? How has CPD met their needs in relation to the national reform and specifically ICT use? Four research methods used: (1) (2) (3) (4) A teacher questionnaire survey Classroom Observation Individual semi-structured interviews with teachers, management and admin. staff 2 x focus group discussions with teachers and students.

Descriptive Account highlights: Quantitative data was taken from a questionnaire survey. 78 were completed out of 89 teachers who taught College English. The findings indicated that limited ICT skills and pedagogic expertise were obstacles to the use of ICT in ELT. In addition, despite having generally positive attitudes towards ICT, enthusiasm was waning in the light of inadequate support and training. Teachers attitudes and beliefs identified as significant elements which influence their adoption and integration of ICT in teaching. A gap is highlighted between the desire to implement the policy and actual change. Lack of support/training emerged. Lack of technology resources => Traditional ELT continued to dominate. 8 out of 26 observed classes were spent in traditional rooms with no ICT. Other barriers to ICT use => limited skills and difficult in adapting new pedagogical approach. Evaluation: The keywords for this article are innovation, ICT, teacher development, CPD. The concepts are clearly defined and contextually situated in light of the national reform programme of College English teaching in this part of China. The aims are clear the investigation posed the overall question whether teachers were ready to integrate ICT in their language teaching. This notion of being ready served as a framework to investigate what factors existed that prevented this readiness. A strong connection made between ICT use, teacher autonomy and learner autonomy. The article makes many references to deep rooted traditional, teacher-centred pedagogy, and how without teachers being

Article Critique by Phil Longwell (1163612)

autonomous in their own learning of new technology they couldnt possibly expect students to become autonomous too. The information is clear about the design with some triangulation of Quan + Qual methods. The data, however, was taken from a group of staff of one university => Limited. The researchers acknowledge the limitations in the conclusion but recommends further research in other contexts. Lack of training received; lack of sufficient ICT resources; lack of sufficient ICT knowledge; lack of skills needed; lack of managed change of teachers role. Furthermore, teachers confidence was not helped by inadequate support at the institutional level. The aims of the study are well worth pursuing and I will do so as part of my own research: 1. The apparent failure at institutional level to respond to higher, state level demands to integrate ICT usage, through lack of funding, inadequate resources or an entrenched teacher-centred pedagogy, which will vary from context to context. 2. To what extent does teacher autonomy play a role in ICT learning, training and how does that impact upon students learner autonomy. 3. How does CPD in ICT actually happen is it institution-lead through compulsory CPD programmes, is it down to autonomous teachers learning ICT for themselves or a mixture? The lead researcher lists some implications for ICT use in education in respect of the teachers role. The transmission model (expert to novice) still dominates. But training opportunities could improve. If teachers are required to teach with ICT, they should be trained in how to use ICT pedagogy in ICTsupported training surroundings. It also takes time and encouragement to change. Teacher training is the biggest issue that comes out of this. The results are presented, therefore, in a way that emerging implications can be drawn. For example, a systematic, ICT-based CPD programme, which covers pre-service, in-service and post-service training, is proposed. The study generally answers the readiness issue, but was it known from the outset? The lack of investment impeded the implementation programme is criticised. Would results be replicated in other contexts? It makes fairly broad claims on the basis of the research without going into huge detail. It possibly lacks a certain rigour, despite the triangulated methodology. It appears to have started from a biased position, despite many worthy attempt to remove bias from the data (video recordings and verified transcripts). This article demonstrates two areas of interest for my dissertation research. I looked at several articles before finding one which encapsulated the terms and research area that I am most interested in. One area begins with questioning how English Language teachers go about learning about and incorporating ICT in their teaching as part of their continuous development. The other begins with the practice of enforced ICT adaption at the institutional level. That is, where teachers have little choice in the implementation of technology into their teaching, the resistance that can be found and the barriers they might have to learning and using it. The findings are certainly useful for me. I intend to take similar themes of CPD in respect of ICT, teacher autonomy and issues of institutional training for my own research in this area.

Phil Longwell 14 May 2012