Instructional Technology in International Teaching Assistant (ITA) Programs
DOI:
https://doi.org/10.11139/cj.27.2.409-431Keywords:
English as a Second Language, International Teaching Assistants (ITAs), Graduate Student Development, Instructional Technology, Mixed-methods ResearchAbstract
This study examined the range of instructional technology use in international teaching assistant (ITA) programs in U.S. universities and the perceptions ITA professionals have of this use. It consisted of two phases of data collection: telephone interviews and a web-based survey. The study indentified and rank ordered 15 technology practices; the most common of which appears to be video recording presentations and teaching demonstrations. Findings also included three broad themes in ITA program technology use. First, ITA programs are making increasingly greater use of digital and online resources; second, these resources are used in pedagogically eclectic ways; and third, there were a number of factors that appear to be associated with comfort and perceived effectiveness of technology use. These factors are awareness of resources, administrative advocacy, the presence of technology support personnel, and availability of funding.
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