Examining Digital Practices of Thai Pre-Service EFL Teachers through Reflective Journals
Article Sidebar
Main Article Content
Abstract
In teacher education, a generally positive perception has been reported towards the use of technology in teaching. Nonetheless, in practice, pre-service teachers and teachers may actually be unwilling to integrate technology in their classrooms. Given that a positive outlook may be developed based on teachers’ use of technology, the current study aimed to explore digital practices as a means to better prepare Thai pre-service teachers of English. This study employed reflective journals and a focus group interview to collect data. Findings from the reflective journals were utilized to construct guiding questions for the focus group interview. From both the journals and interviews, it became apparent that 24 pre-service teachers’ digital practices were manifested through three interconnected dimensions: information consumption, task completion, and group participation. These dimensions may be useful for teacher educators to consider as a platform to better equip future English teachers with knowledge and skills pertinent for technology use.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: Asia-Pacific International University reserve exclusive rights to publish, reproduce and distribute the manuscript and all contents therein.
References
Başal, A., &Kaynak, N. E. (2020). Perceptions of pre-service English teachers towards the use of digital badges. Innovations in Education and Teaching International, 57(2), 148–162.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Coffman, T., & Klinger, M. B. (2007). Utilizing virtual worlds in education: The implications for practice. International Journal of Social Sciences, 2(1), 29–33.
Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010). Microblogs in higher education – A chance to facilitate informal and process-oriented learning? Computers & Education, 55(1), 92–100.
Fenwick, T. (2016). Social media, professionalism and higher education: a sociomaterial consideration. Studies in Higher Education, 41(4), 664–677.
Hasse, C. (2017). Technological literacy for teachers. Oxford Review of Education, 43(3), 365–378.
Gourlay, L. (2017). Student engagement,‘learnification’ and the sociomaterial: Critical perspectives on higher education policy. Higher Education Policy, 30(1), 23–34.
Gourlay, L. (2017). Student engagement,‘learnification’ and the sociomaterial: Critical perspectives on higher education policy. Higher Education Policy, 30(1), 23–34. https://doi:10.1057/s41307-016-0037-1.
Inpeng, S., & Nomnian, S. (2020). The use of Facebook in a TEFL program based on the TPACK framework. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 369–393.
Johannesen, M., Erstad, O., & Habib, L. (2012). Virtual learning environments as sociomaterial agents in the network of teaching practice. Computers & Education, 59(2), 785–792.
Keengwe, J., Onchwari, G., & Wachira, P., (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92. https://www.learntechlib.org/primary/p/23647/
Gönen, S. (2019). A qualitative study on a situated experience of technology integration: reflections from pre-service teachers and students. Computer Assisted Language Learning, 32(3), 163–189.
Leshem, S., & Trafford, V. N. (2006). Stories as mirrors: reflective practice in teaching and learning, Reflective Practice, 7(1), 9–27.
Lewin, C., & Charania, A. (2018). Bridging formal and informal learning through technology in the twenty-first century: Issues and challenges. Second Handbook of Information Technology in Primary and Secondary Education, 199–215. https://doi.org/10.1007/978-3-319-71054-9_13
Mei, B. (2019). Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective. System, 83, 13–24.
Meyer, R. (2019, July 29). Digital platform map. https://blog.antwerpmanagementschool.be/en/ron-meyer-episode-digital-platform-map
Mulcahy, D. (2012). Thinking teacher professional learning performatively: A socio-material account. Journal of Education and Work, 25(1), 121–139.
Mumford, S., & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144.
Ngampornchai, A., & Adams, J. (2016). Students’ acceptance and readiness for E-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(1), 34.
Phuong-Mai, N., Terlouw, C., & Pilot, A. (2005). Cooperative learning vs Confucian heritage culture's collectivism: Confrontation to reveal some cultural conflicts and mismatch. Asia Europe Journal, 3(3), 403–419.
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational technology research and development, 56(4), 487–506.
Saudelli, M. G., & Ciampa, K. (2016). Exploring the role of TPACK and teacher self-efficacy: An ethnographic case study of three iPad language arts classes. Technology, Pedagogy and Education, 25(2), 227–247.
Siritongthaworn, S., Krairit, D., Dimmitt, N. J., & Paul, H. (2006). The study of e-learning technology implementation: A preliminary investigation of universities in Thailand. Education and Information Technologies, 11(2), 137–160.
Smithson, J. (2000). Using and analysing focus groups: Limitations and possibilities. International Journal of Social Research Methodology, 3(2), 103–119.
Tayjasanant, C., & Suraratdecha, S. (2016). Thai EFL teachers and learners’ beliefs and readiness for autonomous learning. 3L: Language, Linguistics, Literature®, 22(3), 153–169
Teo, T., Sang, G., Mei, B., & Hoi, C. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530–546.
Titthasiri, W. (2000). Information technology strategic planning process for institutions of higher education in Thailand. NECTEC Technical Journal, 3(11), 153–64.
Tseng, J. J., Cheng, Y. S., & Yeh, H. N. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education, 128, 171–182.
Zipke, M., Ingle, J. C., &Moorehead, T. (2019). The effects of modeling the use of technology with pre-service teachers. Computers in the Schools, 36(3), 205–221.