This study offers an in-depth examination of the experiences and professional development processes of nine Korean elementary English teachers who utilize Educational Technology (EduTech). Using Grounded Theory, we performed theoretical sampling of teachers demonstrating both EduTech-related experience and professional expertise.

First, we closely analyzed the process of teachers' experience using EduTech over time, from preparing English classes using EduTech to reflecting after class via initial open coding. The analysis sheds light on teachers' experiences, including recognizing the necessity for peer collaboration, improving abilities to design individualized lessons, emphasizing the significance of building self-confidence and motivation in English amongst slower learners. Furthermore, the study synthesized these findings to identify the crucial roles of elementary English teacher in class using Edutech. These roles comprised the ability to design English learning tasks integrated with EduTech, the aptitude for guiding students through related tasks and assimilating them into lessons, and the readiness to face challenges and confidently adopt novel technologies, among others. Additionally, we observed the teachers' proactive responses to advanced EduTech applications, such as generative AI. Through this process, the study derived key elements of EduTech professionalism for elementary English teachers. These elements included the capacity to design English learning tasks integrated with EduTech, competence in guiding students through related tasks and incorporating them into lessons, and the willingness to take risks and boldly embrace new technologies, and so forth. Furthermore, the study identified proactive reactions from the English teachers towards advanced EduTech utilization, including generative AI.
In the second stage of axial coding, we discovered the central phenomenon, 'Efforts for Enhancing EduTech Professionalism through Autonomous Engagement,' in conjunction with contextual, cognitive, and mediational conditions, behavioral and interactional strategies, and overall outcomes. From this analysis, the core category, 'Autonomous Enhancement of English Teaching Professionalism through EduTech Utilization,' emerged during the third phase of selective coding.
We integrated these results to construct a theory presented as a visual model that portrays the process of elementary English teachers forming elements of EduTech professionalism. The study concludes with strategic suggestions for improving EduTech professionalism among elementary English teachers and recommends future research directions in this field.

---

Abstract Summary
This study illuminates the experiences and professional development of nine Korean elementary English teachers using Educational Technology (EduTech). We discerned essential elements of EduTech professionalism, including task design, student guidance, and technology adoption readiness. Using Grounded Theory, the central phenomenon, 'Efforts for Enhancing EduTech Professionalism through Autonomous Engagement,' emerged, culminating in a visual model and strategic suggestions for further professional development. This investigation enriches our understanding of Korean elementary English teachers' experiences with EduTech utilization, an innovative approach in elementary English education in Korea.

Authors:
Jihye Sim, Gyeongin National University of Education, South Korea
Kyuhee Jo, Gyeongin National University of Education, South Korea

About the Presenter(s)
Ms Jihye Sim is a Master's degree holder in Elementary English Education and an elementary English teacher in Incheon, South Korea.

See this presentation on the full schedule – On Demand Schedule

Bookmark