Abstract:

Effective integration of Information Communication Technologies (ICTs) is an ongoing challenge for many teachers of second language learners. How have English as a Second Language (ESL) teachers overcome these challenges and acquired the knowledge and skills to integrate ICTs effectively? This paper presents a case study of five teachers who were surveyed, interviewed and observed in an attempt to measure their technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). Through a mixed methods approach beginning with an interview, the researcher determined how and where each teacher has learned how to effectively integrate ICTs in an English language learning environment. The subsequent observations provided further evidence of effective ICT integration identifying unique strategies in teaching grammar, listening, communication skills and writing. As a result of these findings, this paper identifies a series of strategies based on pedagogical approaches, insights into how teachers have increased their technological knowledge, and ways to overcome the challenges associated with ICT integration. Strategies for classroom management, instructional approaches, professional development and environmental factors are all discussed as ways to increase technology use in second language learning. The paper draws conclusions of practical methods for teachers who would like to deepen their knowledge of effective ICT integration in second language teaching and learning.

Keywords:

ICT, TPACK, ESL, technology integration, second language learning