Doing what works: a grounded theory case study of technology use by teachers of English at a Korean university

Article


Webster, Thomas E. and Son, Jeong-Bae. 2015. "Doing what works: a grounded theory case study of technology use by teachers of English at a Korean university." Computers and Education. 80, pp. 84-94. https://doi.org/10.1016/j.compedu.2014.08.012
Article Title

Doing what works: a grounded theory case study of technology use by teachers of English at a Korean university

ERA Journal ID17811
Article CategoryArticle
AuthorsWebster, Thomas E. (Author) and Son, Jeong-Bae (Author)
Journal TitleComputers and Education
Journal Citation80, pp. 84-94
Number of Pages11
Year2015
ISSN0360-1315
1873-782X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.compedu.2014.08.012
Web Address (URL)http://www.sciencedirect.com/science/article/pii/S0360131514001857
Abstract

Despite considerable effort and expenditure by the Korean government and universities to promote technology use in tertiary education, few teachers of English in Korea regularly and consistently employ technology in their teaching. Moreover, research into the hindrances and enablers of technology use in English education in Korea has been limited for primary and secondary schools and conspicuously absent on the tertiary level. This case study examines what teachers in a general English department at a private university in Seoul undergo as they consider the use of technology both in and out of classrooms. It attempts to provide a holistic look into teacher decision-making in this context. It employs a grounded theory of investigation underpinned by a close reading of the diffusion of innovations theory by Rogers (2003). Data for the study involves three main techniques: semi-structured interviews, a survey questionnaire, and classroom observations. Analysis follows an iterative, grounded method and includes use of both qualitative and quantitative software programs (Atlas.ti 5.0 and SPSS 16.0 respectively). Results from the study form a substantive theory entitled 'what works' which helps explain the myriad of decisions that teachers make while trying to manage personal (internal) and administrative (external) goals and aims. Further, all decisions within this system are underpinned by 'what works' for teachers in any situation both in terms of reliability and consistency. Implications suggest that the use of technology in the classroom exacerbates preexisting pedagogical and infrastructure issues, leading to inconsistencies in representation and application, as well as an overall limitation of potential use by teachers.

Keywordsclassroom teaching, pedagogical issues, post-secondary education, teaching/learning strategies, lifelong learning, educational technology, higher education research
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390405. Educational technology and computing
390108. LOTE, ESL and TESOL curriculum and pedagogy
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Byline AffiliationsEwha Womans University, Korea
School of Linguistics, Adult and Specialist Education
Institution of OriginUniversity of Southern Queensland
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