Technology Pedagogical Practices in English Classrooms: A Case Study of High School Teachers

ID: 52531 Type: Virtual Paper
  1. Brianna Gibson and Esther Ntuli, Idaho State University, United States

Though technology has become more of a staple in both society and education, little research has been conducted to examine technology integration in English classrooms. The purpose of this presentation is to report on the study that explored high school English teachers’ technology integration methods and barriers to technology integration. In addition, the study sought recommendations from teachers for improving technology integration in the English classroom. A qualitative approach was used to collect and analyze data from six high school teachers from a school district in southeast Idaho. Findings of the study suggested a general lack of effective technology integration strategies for English classrooms. Findings also reveal teacher attitudes as one of the greatest barriers to effective technology integration in high school English classrooms. In addition, this presentation offers suggestions for teacher preparation and professional development based on English teachers’ recommendations and an extensive research-based literature review.

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