AN ANALYSIS OF EDUCATORS’ EXPERIENCES ABOUT THE INCORPORATION OF EDUCATIONAL TECHNOLOGY INTO THE REVISED NATIONAL ENGLISH LANGUAGE CURRICULUM IN CHINA.

Abstract

This article delves at the ways in which eight secondary school teachers from Beijing, China, use instructional technology in their English language lessons. researchers also take a look at their perspectives on the elements that influence technology usage. The results of this research, which were derived from classroom recordings and follow-up interviews, showed that instructors did, in fact, make use of the internet and other modern technologies in the classroom. The program that was most often utilised, however, was PowerPoint. Many pedagogical uses of educational technology have been developed, including responding to professional demands for better teaching, creating instructional resources, and making professional progress easier. The use of technology in the classroom has been well-documented by educators who have seen positive effects on student engagement, language learning, comprehension, and the formation of a linguistic context. Attitudes, resource availability, skill level, and confidence in technology were the four main factors that impacted teachers’ technology utilisation, according to the research. This research argues that by using a critical reflective approach, teachers may better understand their own needs and concerns when it comes to technology in the classroom. Providing teachers with opportunities for ongoing professional development might help them feel more comfortable and competent while using technology in the classroom. This chapter delves into the fascinating background of ESL in China and the manner in which teachers have been empowered to adapt to evolving course materials. Given the present ecological systems that ensnare both students and instructors, it is becoming more and more apparent how challenging it is to apply theory.