A Phenomenological Study: How Does Use of Technology by Net Generation Teachers Inform Their Teaching Practices?
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The purpose of this study was to determine whether new young teachers with teaching experience between 0 and 5 years had certain technology skills and whether they used their technology skills in their English teaching. From 30significant statements, 5 themes emerged. Five young teachers participated in a focus group and completed a focus group questionnaire. From the focus group participants, 5 teachers were invited to participate in in-depth interviews. The results of this study indicated that these new young teachers were part of the Internet Generation and were frequent users of technology in their personal lives. They were using technology to manage their English teaching by only using textbook softwares offered by the major textbook publishing companies for instructional resources. These new young teachers were not using their technology skills effectively to integrate technology with their English teaching. They valued technology, had positive technology attitudes, and felt that technology is an important tool for their students, but several obstacles prevented them from using technology with their students.
Abstract
The purpose of this study was to determine whether new young teachers with teaching experience between 0 and 5 years had certain technology skills and whether they used their technology skills in their English teaching. From 30significant statements, 5 themes emerged. Five young teachers participated in a focus group and completed a focus group questionnaire. From the focus group participants, 5 teachers were invited to participate in in-depth interviews. The results of this study indicated that these new young teachers were part of the Internet Generation and were frequent users of technology in their personal lives. They were using technology to manage their English teaching by only using textbook softwares offered by the major textbook publishing companies for instructional resources. These new young teachers were not using their technology skills effectively to integrate technology with their English teaching. They valued technology, had positive technology attitudes, and felt that technology is an important tool for their students, but several obstacles prevented them from using technology with their students.
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