IIER logo 4
Issues in Educational Research, 2024, Vol 34(1), 1-18.
[ Contents Vol 34 ] [ IIER Home ]

Roles of two PD modes in technology integration for EFL classes: Training and professional learning communities

Saban Bon and Bhornsawan Inpin
Mae Fah Luang University, Thailand

A wealth of literature has acknowledged that technology is at play in enhancing English as a foreign language (EFL) education and thus EFL teachers have been strongly encouraged to integrate technology into their instruction. To successfully integrate technology, they need expertise obtained through effective professional development (PD) modes, especially training and professional learning communities (PLCs). Our study sought to investigate the training and PLCs that EFL teachers have received and their roles in technology integration. Using semi-structured interviews with all EFL teachers (N=15) working at two of Cambodia's New Generation Schools (NGSs) and one ICT team leader and relevant document reviews, we found that teachers have participated in both training (pre-and in-service training) and PLCs and the two modes played roles in technology integration. EFL teachers suggested that effective training encompasses being the subject focus, offering hands-on experience, providing them with opportunities to learn various types of technology, and allocating adequate time to the training. They identified the lack of opportunities to discuss technology use in PLCs because of additional administrative duties imposed by their respective schools, and thus, for effective PLCs, they suggested more time allocated for discussing and sharing technology integration, and more active involvement of all members in sharing and assisting one another. Our findings can improve training programs and support for effective PLCs in which EFL teachers could learn and share technology integration.
[ PDF full text for this article ]

Authors: Saban Bon is a PhD candidate holding a Thailand Scholarship to pursue his PhD in English for Professional Development at the School of Liberal Arts, Mae Fah Luang University, Thailand. He is a school administrator working at Prek Leap High School, Cambodia, and an associate editor with the Cambodian Education Forum (CEF; https://cefcambodia.com/). His research interests include intercultural studies, teaching and learning with technology, teacher professional development, and course book evaluation.
ORCID: https://orcid.org/0000-0002-8443-5145
Email: sabanbon50@gmail.com

Bhornsawan Inpin PhD is a lecturer at the School of Liberal Arts at Mae Fah Luang University, Chiang Rai Province, Thailand. She received her masters and doctoral degrees in English from Narasuan University, Thailand. Bhornsawan's areas of interest are educational technology, blended learning, innovation in English language teaching, and ESL reading. She is now working on research projects to strengthen technology in education and support learners' preferences and diversity.
ORCHID: https://orcid.org/0000-0002-1526-5269
Email: bhornsawan@mfu.ac.th

Please cite as: Bon, S. & Inpin, B. (2024). Roles of two PD modes in technology integration for EFL classes: Training and professional learning communities. Issues in Educational Research, 34(1), 1-18. http://www.iier.org.au/iier34/bon.pdf

[ PDF full text for this article ] [ Contents Vol 34 ] [ IIER Home ]
Published under a Creative Commons licence: Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0)
This URL: http://www.iier.org.au/iier34/bon-abs.html
Created 30 March 2024. Last update: 30 March 2024. Website: Roger Atkinson [rjatkinson@bigpond.com]