Browsing by Author "Valentyn, Gail"

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    Integrating new technology in the language classroom : innovative teacher identities
    (Stellenbosch : Stellenbosch University, 2019-12) Valentyn, Gail; Anthonissen, Christine; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
    ENGLISH ABSTRACT: This study reports on the recorded narratives of language teachers' giving their observations and experience of using new technologies in language classrooms. There is limited research on South African language teacher identities and their experiences in using new technologies to enhance their own teaching as well as the learning experience of those they teach. The objective of this study is to investigate the approaches to teaching with new technologies and how these shapes the professional identity of language teachers who relate well to new technologies and have been judged to introduce them effectively in language teaching. Also, it considers how engagement with new technology in the classroom impacts teacher identities. The Western Cape Education Department is deploying new technology to create an enabling environment at the schools under its auspices. These technologies are to be used for teaching and learning. In spite of the availability of technology in the Western Cape, there appears to be very few teachers who actively use the technologies innovatively. This study takes a qualitative approach, using mixed methods of data collection, making use of questionnaires and semi-structured interviews. The interviews generated narratives of five teachers. Their self-reported experiences are used to determine how each participating teacher's identity, particularly in using technology successfully, is constructed. The teachers selected as participants have received awards and/or have been acknowledged by their peers as innovative for integrating technology and pedagogy. A range of factors and elements links the teacher identity and the innovative use of technology for teaching and learning. One of the major elements that emerged in the study was that to integrate technology and pedagogy innovatively for the benefit of the student, a teacher should crucially be passionate, caring and driven. Further, the researcher found that innovative teachers are not deterred by inhibiting factors to use technologies in engaging their students and enhancing teaching and learning. Student focused teaching and learning inspires teachers to use technologies innovatively in developing the kinds of skills the 21st century demands of their students and in preparing them for the future world of work. Teachers can be mentored to use technology innovatively, but the mentee has to take ownership of the implementation and practise of integrating technology and pedagogy innovatively for teaching and learning. The researcher found that good practises can be taught, modelled and learnt but that developing internal and intrinsic motivators is much more complex and challenging.