<abstract xmlns="http://www.w3.org/1999/xhtml"><p> This study shows the transformative potential of action research and information and communications technology (ICT) in the second language (L2) classroom. Two enquiries from teacher-researchers are detailed in the article. Their engagement in a collaborative professional development Masters programme was pivotal in designing and implementing ICT creatively in their classroom. Gee (2008) advocates the use of the preferred media of our classroom students in order to address their learning. Prensky (2001) urges us to feel the fear and do it anyway with our digital native classes. A post-primary teacher and a primary teacher show us how they felt the fear, did it and transformed aspects of their own teaching in the process. The Masters programme required the teachers to engage with innovative practices, informed by their own values, and integrate technologies that were new to them into their repertoire of classroom strategies. Peer validation meetings with colleagues enabled meaningful insights to emerge from the research. The teachers improve and transform their second language (L2) practice in collaboration and validation with others.</p></abstract>

This study shows the transformative potential of action research and information and communications technology (ICT) in the second language (L2) classroom. Two enquiries from teacher-researchers are detailed in the article. Their engagement in a collaborative professional development Masters programme was pivotal in designing and implementing ICT creatively in their classroom. Gee (2008) advocates the use of the preferred media of our classroom students in order to address their learning. Prensky (2001) urges us to feel the fear and do it anyway with our digital native classes. A post-primary teacher and a primary teacher show us how they felt the fear, did it and transformed aspects of their own teaching in the process. The Masters programme required the teachers to engage with innovative practices, informed by their own values, and integrate technologies that were new to them into their repertoire of classroom strategies. Peer validation meetings with colleagues enabled meaningful insights to emerge from the research. The teachers improve and transform their second language (L2) practice in collaboration and validation with others.

The transformative potential of action research and ICT in the Second Language (L2) classroom

School of Education Studies, Dublin City University, Ireland

School of Education, Dublin City University, Ireland

International Journal for Transformative Research

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

This study shows the transformative potential of action research and information and communications technology (ICT) in the second language (L2) classroom. Two...

The transformative potential of action research and ICT in the Second Language (L2) classroom

Publié en ligne: 30 déc. 2015

Pages: 49 - 59

Reçu: 01 juil. 2015

Accepté: 01 oct. 2015

DOI: https://doi.org/10.1515/ijtr-2015-0012

Mots clés
Action research, reflection, ICT, collaboration, second language teaching

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The transformative potential of action research and ICT in the Second Language (L2) classroom

Publié en ligne: 30 déc. 2015

Pages: 49 - 59

Reçu: 01 juil. 2015

Accepté: 01 oct. 2015

DOI: https://doi.org/10.1515/ijtr-2015-0012

Mots clésAction research, reflection, ICT, collaboration, second language teaching

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
Action research, reflection, ICT, collaboration, second language teaching