ICT, EFL teacher development and the reform of college English in China: an implementation study
The purpose of this study was to investigate ICT-related EFL teacher development in the context of Chinese national College English reform. Four aims were established. First, to examine the current situation in a specific institution from the perspectives of: 1) teachers' attitudes towards ICT use in the context of College English reform; 2) the integration of ICT in English classes; 3) provision of ICT support within current continuing professional development (CPD) programmes for EFL teachers. Second, to assess the suitability of the CPD policies and practices for EFL teachers as a way of supporting the national College English reform. Third, to identify key issues affecting the effective provision of CPO in relation to ICT for EFL teachers. Fourth, to suggest possible solutions to problems identified and directions for future research. The study employed a case study involving quantitative and qualitative methods in order to give an in-depth account of the process of implementation of the reform at particular point in time. The findings indicated that initially the majority of teachers had held positive attitudes towards ICT use in English teaching and the national reform, but their enthusiasm was waning in the light of inadequate support and training. The national reform had, however, stimulated the improvement of ICT competence of both teachers and students. At the same time, it had challenged EFL teachers to adapt to new teaching materials, student-centred classroom teaching and how to guide students in their autonomous learning. In terms of ICT-related CPD policies and practices, there existed a gap between the current policies in the provision of CPD and demand for this. Recommendations are made for future research and for improvements in policy and practice of ICT-related CPD for EFL teachers in China.
Implementing change : an example of ICT integration in an English language centre (foundation year), Saudi Arabia
Integration of ICT is a crucial element in developing teaching, learning and educational outcomes. Saudi Arabia has developed an ICT plan to promote the use of technology in higher education institutions. Thus, the Ministry of Higher Education in SA has developed many national projects (Jusur VLE, NCeLDL, Saudi Repository, Excellence Award in E-learning) to encourage universities to adopt ICT in everyday instruction. On the contrary, despite the above-mentioned projects, many studies have shown the less than effective adoption of ICT in education. Accordingly, this study sheds light on the actual implementation of technology in a Saudi University from EFL teachers‘, administrators‘, and policy makers‘ perspectives. An effective integration of technology requires holistic and comprehensive investigation of teachers‘, administrators‘ and policy makers‘ experiences. The aim of this study is to investigate teachers‘ attitudes, utilization and overall experience regarding ICT adoption in language teaching. Teachers‘ attitudes, utilization and experience mirror and reflect the actual integration and highlight the limitations as well. Additionally, factors that affect teachers‘ use of ICT are discussed. In addition, the study examines administrators‘, and policy makers‘ point of views as well. The context of the study is the English language centre (ELC) at Taibah University. To investigate ICT implementation, a qualitative institutional case study approach is adopted. The main tool of data collection is a set of interviews. These interviews are triangulated with other methods e.g. classroom observations, focus groups, document reviews and field notes. The findings show less than effective integration. Many factors that impede/enable teachers‘ integration of ICT are presented. Finally, the participants in the research project hope for comprehensive improvements in education i.e. change in ICT integration strategies. Additionally, a change in the curriculum, teachers‘ roles and pedagogical practices are recommended.
The Problems and Opportunities in Developing International Business Programs
This paper discusses the results of a survey conducted among AACSB member schools. The survey dealt with two major topical areas. These were (a) what types of International Business programs currently exist in AACSB Schools, and (b) problems associated with these programs. The paper also suggests countries that offer opportunities to Colleges of Business to pursue countty-specific programs.