PD 3.0: Educational Technology in Language Teaching at the tertiary level in Hong Kong, perceptions and implications for future adoption
Date: 1 July 2019
University of Exeter
Doctor of Education in TESOL
This exploratory, interpretive study investigates the current state of professional development involving Information Communication Technology in tertiary educational institutions in Hong Kong. The study aims to explore tertiary teachers’ engagement as well as attitudes and beliefs regarding the usefulness of these professional development ...
This exploratory, interpretive study investigates the current state of professional development involving Information Communication Technology in tertiary educational institutions in Hong Kong. The study aims to explore tertiary teachers’ engagement as well as attitudes and beliefs regarding the usefulness of these professional development activities. In recent years, the Hong Kong government has invested considerably in the educational sector at the tertiary level on information technology communication specific skills and technology. The stated aim of this increased emphasis is to better prepare students and teachers to learn and teach in the 21st century, and to increase the effectiveness of the engagement with the course material. Thus, there is a strong demand for today’s teachers to cope with integrating information communication technology in their classrooms. The study employed data collection in two distinct phases, a questionnaire (n=58) which was analysed using descriptive statistics, followed by 12 semi-structured interviews analysed using thematic analysis. The original contribution of this study is new insight into PD needs in ICT skills, focusing on the context of the Hong Kong tertiary educational sector. The findings offer a richer and deepened understanding of tertiary teachers’ engagement with professional development involving Information Communication Technology. They generally exhibit a preference for informal, collaborative, interpersonal types of professional development over the more formal, institutionally mandated, isolated forms. Moreover, the findings illustrate that teachers are largely enthusiastic to participate in professional development activities, though there exists a misalignment between teachers' own professional development goals and those of their host institutions. Specifically, the lack of incorporation of viewpoints and direction from teachers regarding what type of professional development activities are better suited to enhance their teaching. The results suggest ways that professional development of tertiary teachers in Hong Kong might be more closely aligned with teachers' own goals and preferences while still serving the educational goals of the institutions.
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