Use of information and communication technology by in-service english teachers for self-directed professional development

Abstract

The present study investigated 184 in-service English teachers’ use of information and communication technology (ICT), especially the Internet, for their self-directed professional development (SDPD). Data were collected via an online questionnaire that consisted of demographic information, Likert type items and open-ended questions. The participants of the study were teaching English as a Foreign Language (EFL) at primary, secondary, high school, and university levels in Turkey. Quantitative data were analyzed descriptively through SPSS, while qualitative data were transcribed and analyzed through a six-step coding process. The findings indicate that teachers benefited from ICT resources for overall professional development, practices at the classroom level, and collaboration with colleagues. Results also show that there were both promoting and inhibiting factors affecting teachers’ use of ICT resources. Participants also offered suggestions to both teachers and administrators to make more effective use of ICT resources for teacher professional development.