Technology-enhanced learning and teaching: Narratives of secondary English teachers in Western Australia

Richard  Gordon

This qualitative study explored teacher beliefs, decision-making, and pedagogical practices for using digital technologies in Western Australian secondary English classrooms. Driven by technology and the assumption that technology integration enhances student learning, the secondary school education landscape is undergoing a period of rapid change. While some stakeholders view teachers’ pedagogical practice as integrated with technology-enhanced learning (TEL), the literature identifies that the contrary is often true: technology use and deployment can be uneven and unsystematic. This study aimed to understand these perceptions via three research questions, that explored TEL's effects on secondary English teaching, both before and after the COVID-19 pandemic home learning experience. Six secondary English teachers were recruited via professional networking. Employing a narrative inquiry methodology, semi-structured interview questions were designed to encourage participants to share their pedagogical approaches and experiences with technology. The interview data were analysed using narrative thematic analysis and dominant themes were identified. The analysis found that teacher participants articulated stories of change and adaptation when using TEL, which gave insight into both personal and professional beliefs regarding education technology. Additional findings report that the home-learning experience during the pandemic has opened up possibilities for new digital pedagogies. However, this was counterbalanced by reinforcement of traditional beliefs about behaviour management, student learning, and teacher agency. The study concludes that if the knowledge gained from home learning in 2020 is utilised in positive ways to further integrate digital pedagogies into curricula, all educational stakeholders are likely to benefit. Furthermore, findings may have implications for twenty-first century in-service and pre-service teacher education to ensure that TEL functions as an enhancement to learning in its broadest sociocultural context.

Technology-enhanced learning and teaching: Narratives of secondary English teachers in Western Australia

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