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Full text release has been delayed at the author's request until January 01, 2026

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Language Teacher Technology Integration Education: Standards, Assessment and Recommendations - An Explanatory Sequential Mixed Methods Study

Xiaorui, Sun
http://orcid.org/0000-0003-0087-0922
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1666258996679739

Abstract Details

2022, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
Using the TESOL Technology Standards for Language Teachers as a framework and following the After Action Review method, this research adopted an explanatory sequential mixed methods design to (a) investigate language teachers’ knowledge and skills to integrate technology into instruction in the initial quantitative study (first phase), (b) explore recommendations for developing the knowledge and skills necessary to integrate technology into instruction in the follow-up qualitative study (second phase), and (c) examine the validity/appropriateness of the TESOL Technology Standards for Language Teachers through the mixed results analyses (third phase). The findings of the quantitative phase reveal that participating teachers performed at different levels among the foundational knowledge and skills in technology (Goal 1), the pedagogical knowledge and skills with technology (Goal 2), the knowledge and skills to apply technology in record-keeping, feedback, and assessment (Goal 3), and the use of technology to improve communication, collaboration, and efficiency (Goal 4). The findings of the quantitative study also show that there are correlational relationships between the four goals. The qualitative results in the second phase indicate that interview participants in Group Experienced and Group Novice could provide recommendations and articulate types of support needed at different levels, and both groups need support to improve their technology integration knowledge and skills in instruction. Finally, the mixed results, through the joint displays of the qualitative results and the quantitative results, reveal that the TESOL Technology Standards for Language Teachers remain applicable and helpful to teachers in current educational contexts. However, the findings indicate that due to evolving technology and issues emerging over the decade, further updates for performance indicators are needed. The findings include recommendations for potential updates. This research is significant, because, informed by empirical data, this study makes recommendations for teacher educators, teacher training programs, language teachers, administrators, standard researchers/ policy makers, and other relevant stakeholders about the use of the TESOL Technology Standards for Language Teachers and the teacher technology integration education.
Greg Kessler (Advisor)
David Moore (Committee Member)
Jesse Strycker (Committee Member)
Yuchun Zhou (Committee Member)
Sara Hartman (Committee Member)
270 p.
Education; Educational Technology; Information Technology; Instructional Design; Teacher Education
technology integration; teacher education; language teachers; educational technology; instructional technology; explanatory sequential mixed methods; TESOL Technology Standards; assessment; recommendations

Recommended Citations

Citations

  • Xiaorui, S. (2022). Language Teacher Technology Integration Education: Standards, Assessment and Recommendations - An Explanatory Sequential Mixed Methods Study [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1666258996679739

    APA Style (7th edition)

  • Xiaorui, Sun. Language Teacher Technology Integration Education: Standards, Assessment and Recommendations - An Explanatory Sequential Mixed Methods Study. 2022. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1666258996679739.

    MLA Style (8th edition)

  • Xiaorui, Sun. "Language Teacher Technology Integration Education: Standards, Assessment and Recommendations - An Explanatory Sequential Mixed Methods Study." Doctoral dissertation, Ohio University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1666258996679739

    Chicago Manual of Style (17th edition)

ohiou1666258996679739
© 2022, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.