Bahcesehir University (TURKEY)
About this paper:
Appears in: ICERI2013 Proceedings
Publication year: 2013
Page: 864 (abstract only)
ISBN: 978-84-616-3847-5
ISSN: 2340-1095
Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain
In the 21st century, technology provides EFL learners and teachers with various sources of information and various tools to apply that information in their educational life. Teachers often achieve high level of success by using technology in their teaching, and they play a very important role in the process of educational change: from traditional to new innovative teaching environments and styles (Cummings, 2008). In the past, teachers used only computers in their teaching, but with recent improvements in technology and recent trends in teacher development, teachers make use of various technological tools in their teaching. In addition, technology helps learners to become creative and motivated in their language learning process (Kajder, S., 2004). Especially with young learners (K-5), some technological tools or web programs such as digital cameras, software, online programs for voice recording, video recording, etc., help learners to enlarge their capacity to create stories, write better, read critically, speak fluently, and become more proficient in language (Stanley, M., 2002). In order to meet the growing needs of the students and the institutions, teachers need to update their technological pedagogical content knowledge (Cummings, 2008). These things in mind, this qualitative case study tries to explore the K-8 English teachers’ perspectives on technology use in the classroom and their current practices.

Two research questions guided this study:
(a) How do K-8 English teachers perceive the use of the technology in their teaching?
(b) What do they report that they do in the classroom using their technological knowledge to support their pedagogical content knowledge?

To find answers for these questions, 20 K-8 English teachers were given TPAC (Technological-pedagogical-content- knowledge) survey about their use of technology and perceptions about using technology in their classrooms. Focus group interview with 5 of these teachers was conducted to get more detailed answers from the teachers. In addition, 5 class hours were observed by the researchers to see the classroom practices. The findings showed that K-8 English teachers use technology on a regular basis and they believe that use of technology increases motivation in language classrooms and make classroom learning fun for the students, and they need regular training to follow up the new trends in technology for classroom practices.

Cumming, A. (2008). Spanish teachers’ beliefs and practices on computers in the classroom. Hispania, 91, 1, pp. 73-92.
Kajder, S. B. (2004). Enter Here: Personal Narrative and digital Storytelling, The English Journal, 93, 3, pp.64-68.
Technological-pedagogical-content-knowledge, technology use in the classroom.