A Study Of Teachers' Experiences Of The Integration Of Educational Technology Into The New English Language National Curriculum Of China
Main Article Content
Abstract
This thesis takes a look at eight secondary school teachers in Beijing, China, and how they used educational technology to teach English. It also takes a look at their perspectives on the elements that influence technology usage. This research found that, while instructors did utilise the internet and other modern tools in the classroom, PowerPoint was the most often used programme, according to data analysis of classroom recordings and follow-up interviews. Among their many pedagogical uses for educational technology were meeting professional demands for better instruction, creating instructional resources, and facilitating professional development. Additionally, educators said that technology was used by them to meet the demands of their students, namely in the areas of increased engagement, better language learning, easier comprehension, and the creation of a linguistic context. According to the research, teachers' views, resources availability, and teachers' skill and trust in technology were the four main elements that impacted teachers' technology usage, according to the research. According to this research, teachers may benefit from using a critical reflective approach to better understand their own pedagogical ideas and needs in relation to technology usage, according to this research. Teachers' competency and confidence in using technology in the classroom may be enhanced via ongoing professional development opportunities.
This chapter delves into the fascinating background of ELT in China and how teachers have been empowered to adapt to new curriculum. Given the present ecological systems in which both students and educators find themselves, the difficulty of putting theory into practice becomes more apparent.