Primary EFL Teachers’ Technology Use in China: Patterns and Perceptions.
Drawing on survey data, this paper examines the patterns and perceptions of technology use by primary EFL teachers in China. Findings suggest that although Chinese EFL teachers hold positive attitudes toward the value of technology for teaching and learning, they use technology mainly for teacher-ce...
| Publicado en: | RELC Journal Vol. 42; no. 1; pp. 69 - 86 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sage Publications, Ltd.
04/01/2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=58766254&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 58766254 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00336882 5NY jtl: RELC Journal issn: 00336882 maglogo: Y pubinfo: dt: 04/01/2011 vid: 42 iid: 1 pid: 2171 pub: Sage Publications, Ltd. artinfo: ui: 58766254 10.1177/0033688210390783 ppf: 69 ppct: 17 formats: tig: atl: Primary EFL Teachers’ Technology Use in China: Patterns and Perceptions. aug: au: Guofang Li Xiaopeng Ni affil: Michigan State University, East Lansing, MI, USA su: English as a foreign language Language teachers Teacher attitudes Primary education China sug: subj: China English as a foreign language Language teachers Teacher attitudes Primary education keyword: EFL foreign language instruction primary teachers teacher beliefs technology use ab: Drawing on survey data, this paper examines the patterns and perceptions of technology use by primary EFL teachers in China. Findings suggest that although Chinese EFL teachers hold positive attitudes toward the value of technology for teaching and learning, they use technology mainly for teacher-centered purposes, such as teaching preparation and instructional delivery, and seldom utilize technology for student-centered activities. Factors constraining student-oriented technological use in early EFL instruction include teacher-center pedagogical practices and lack of effective professional development that focuses on instructional design and technology integration. These findings suggest that China must redirect its effort to promote teacher conceptual and pedagogical change in integrating technology in early EFL instruction and emphasize alignment among technology, curriculum, and pedagogy in EFL teaching. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
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