2. English language teachers' digital literacy

① Themes from the literature  ② Ra2onale and significance  ③ Research aims and ques2ons  ④ Methodology and methods    ⑤ Research rigour and ethical issues  ⑥ Research 2meline and progress 

Digital Literacy  1.  What is digital literacy?  2.  What makes one digitally literate?  3.  What does this mean for English language teachers? 

Digital Literacy is…  •  “the  ability  to  understand  and  use  informa2on  in  mul2ple formats from a wide variety of sources when it  is presented via computers” (Gilster, 1997, p. 1).  •  the  awareness,  aLtude  and  ability  of  individuals  to  appropriately  use  digital  tools  and  facili2es  to  iden2fy,  access,  manage,  integrate,  evaluate,  analyse  and  synthesise  digital  resources,  construct  new  knowledge,  create media expressions, and communicate with others,  in  the  context  of  specific  life  situa2ons,  in  order  to  enable construc2ve social ac2on; and to reflect upon this  process (Mar2n & Grudziecki, 2006, p. 255). 

Themes from the literature  1.  English language teachers’ use of technology  

  Teachers’ use of technology:   •  Vary across contexts  •  Differ in preferred tools, focused ac2vi2es & instruc2onal  goals (Fitzpatrick & Davies, 2003; Suwannasom, 2010)  •  7 common uses (Fitzpatrick & Davies, 2003)    Factors influencing teachers’ technology adop2on  •  Most cri2cal determinants are teacher‐related   (Ertmer, 2005; Lee & Son, 2006; Shin & Son, 2007) 

•  Key  elements:  teachers’  experiences  &  pedagogical  stances (Kim, 2002; Ertmer, 2005)  •  External  factors:  financial  &  technical  resources,  administra2ve & technical support (Park & Son, 2009) 

Themes from the literature (cont.)  2.   English language teachers’ digital literacy 

  Posi2ve aLtude & Confidence = Digital literacy?   (Razak, Lubis, Embi, & Mustapha, 2010) 

  Self‐rated ability = Actual level of digital literacy?    

   (Son, Robb, & Charismiadji, 2011)  

  Reasons:  insufficient  DL  educa2on  and  PD,  limited  infrastructure  &  support,  exponen2al  technology  diffusion,  teachers’  workload  (Anderson‐Inman  &  Kenerer,  2003; Razak et al., 2010; Son et al., 2011) 

Themes from the literature (cont.)  3.  English language teachers’ DL development 

  Opportuni2es  •  comprehensive  TELL  guidelines  (Davies  &  Hewer,  2012;  Dudeney & Hockley, 2007; Erben & Castañeda, 2009)  •  DL  development  projects  &  programmes  (Classroom  Aid,  2012; Peachey, 2010; Pegrum, 2012) 

•  Informal  DLPD:  expert‐novice  teacher  mentoring  (Lee,  2007),  communi2es  of  prac2ce  (Steven,  2009),  self‐training  (Hubbard & Levy, 2006) 

•  post‐training and on‐going development (Okey, 2006; Wong &  Benson, 2006).  

  Challenges: ~ barriers to teachers’ use of technology & DL 

Ra2onale and significance  1.  DL development demand and needs    DL  as  a  necessity  (NCREL  &  Me2ri  Group,  2003)  &  an  en2tlement (Becta, 2010)    DL development demand (Hockly, 2013; Levy, 2012)   

2.  Research gap   Related studies: Hong Kong  (Lee, 2007), Korea  (Lee & Son,  2006; Park & Son, 2009), Malaysia (Hassan, 2010)   Focus  on  pre‐service  teachers  >  in‐service  teachers  (Choate  &  Arome,  2006;  Kerin,  2009;  Farooq,  Asmari,  &  Javid,  2012; DelliCarpini, 2012) 

 Paucity  of  research  into  EFL  teachers’  DL  &  DL  development in Vietnam 

Ra2onale and significance (cont.)  3.   Na?onal & organisa?onal approach   Vietnam’s NFL2020 Project   ULIS’ PD Plan for teaching staff in TELL implementa2on   Enthusias2c support from both leaders and teachers 4.  Poten?al benefits   Leaders: teaching staff PD plan & implementa2on   Teachers: DL PD needs iden2fica2on & a7en2on   Students: more effec2ve development in ELL & DL   Researchers, ins2tu2ons in similar EFL contexts:   a useful source of reference    

Research aims  Explore DL PD  needs of ISP  teachers  Inves2gate ISP  teacher’s DL  Develop   the ISP  teachers’  DL 

Review current  DL PD provision  for ISP teachers 

Research ques2ons  1.  How  do  ISP  teachers  at  a  Vietnamese  university  currently  use  digital  technologies  in  their  teaching  prac2ce?  2.  What are the teachers’ professional development needs  in  the  use  of  digital  technologies,  as  perceived  by  the  university leaders and themselves?   3.  How  effec2ve  is  the  teachers’  current  digital  literacy  professional development and how should it be further  developed? 

Methodology and methods  1.  Methodology: a single case study  2.  Sampling: 7 ISP teachers + 5 senior leaders  3.  Data collec2on methods:   Semi‐structured interviews   (7 teachers and 5 leaders) 

Data collec2on methods  Document analysis 

Non‐par2cipant observa2on   (3 100’ sessions x 4 teachers)  

Data analysis  Coding  Categorising  Intepre2ng  Repor2ng 

Research ques?ons  Observa2ons 

Documents 

Interviews 

Thema?c analysis + Content analysis 

Research rigour and ethical issues  Validity 

Research rigour 

Reliability 

Ethical  conduct  (Denzin & Lincoln, 2000; UREC, 2010)  

Research 2meline and progress  WHAT  Proposal approval  Ethics approval  Literature review  Methodology & methods  Data collec?on & genera?on  Data analysis  Data discussion  Conclusion  Comple2on & submission 

WHEN   May 2013   Jun 2013   Jul ‐ Aug 2013   Aug ‐ Sept 2013   Sept ‐ Oct 2013   Nov 2013   Dec 2013   Jan 2014   Feb 2014 

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