Swedish study shows teachers embrace digital tools when given proper training and time
A small-scale study of English teachers in Sweden found that hands-on training in digital literacy—paired with dedicated time to experiment—changed how they use technology in the classroom and boosted collaboration among staff. The finding suggests that professional development programs focused on practical application, rather than theory alone, may offer organizations a cost-effective way to modernize teaching practices.
Originaltitel: Digital literacy and sustainability: a field study in EFL teacher development
<p>This project introduces the concept of digital literacy at a practical level to a group of EFL teachers within the context of a single work place; a technologically well-resourced upper secondary school in Sweden. English teachers were provided with a theoretical and practical overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) before being given the task of each teaching a lesson. The teachers’ reflective experiences of incorporating digital literacy into advanced level English teaching were then evaluated through a focus group interview. The results obtained show the efficacy of incorporating small scale exploratory practice research projects alongside busy teaching schedules and administrative demands as well as developing teachers’ perspectives on Information and Communications Technology (ICT) in the English as a Foreign Language (EFL) classroom. In addition, the project has promoted synergies and collaboration among a school staff engaged in the long-term goal of continued professional development.</p>