Philosophies, Traditional Pedagogy, and New Technologies: A Report on a Case Study of EAP Teachers' Integration of Technology into Traditional Practice

Philosophies, Traditional Pedagogy, and New Technologies: A Report on a Case Study of EAP Teachers' Integration of Technology into Traditional Practice

Paul Breen (Greenwich School of Management, UK)
DOI: 10.4018/978-1-4666-5990-2.ch013

Abstract

This chapter reports on a study of teachers in transition, developing their practice and their cognitions regarding the integration of learning technologies with traditional approaches to the teaching of English for Academic Purposes (EAP). Taking a case study approach, it examines developments in the practice of three teachers during and after a teacher education programme on the use of technology in the EAP classroom. This is a study of cognition, teaching philosophy, and the relationship between pedagogy, technology, and content, and how teachers situate these within their own practice. The setting is the rapidly changing UK higher education environment, where the speed of change is such that today's latest fashions and gadgets may well be yesterday's news tomorrow. Thus, this is not a tale of individual technologies or tools to make teachers' lives better. This is a story of people, of pedagogy's traditional values intersecting with technology, and the issues arising from this, alongside the evolution of strategies for dealing with these issues.
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The Digital Age

Like the Industrial Revolution of the late 1700s or the rapid advances of electronic engineering in the latter part of the following century, the digital age has had a profound effect upon our most basic cultural and socioeconomic existence. The advent of new technologies, both inside and outside of education, has rapidly changed the way that society operates over the past two decades. That change has caused a reshaping of identities in personal, professional, and societal terms. Such a transformation has also been felt in the world of education, particularly in those younger and less historically defined disciplines which were already seeking to define their identities at the outset of this new age.

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