Are English Teachers Receiving Adequate Technology Professional Development to Make them Effective 21st Century Teachers?
Gina Shelley, Ashford University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
English is one of the many content areas that has had to constantly adapt to new forms of technology. Yet interestingly enough, very little research has focused on technology professional development programs that involve the needs of English teachers. Currently, a great deal of English teachers’ core content directly or indirectly relies upon using computers and technology. More and more, English teachers are using computers for a variety of assignments, from evaluating websites, to writing, to conducting research. The purpose of this research is to determine if English teachers consider it one of their responsibilities to first learn about new technologies as well as to teach their students about them. This study explained that English teachers are not receiving adequate opportunities to participate in technology professional development, nor do they receive timely technology training. Several challenges and suggestions for improvement are provided to help English teachers as well as all teachers, to have their needs met comes to learning and using technology.
Shelley, G. (2011). Are English Teachers Receiving Adequate Technology Professional Development to Make them Effective 21st Century Teachers?. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3748-3751). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).