Abstract
This article will be analysing the discourses of both professionalism and professionalisation as they impact incorporation of Information Communication Technology (ICT) in instruction, with respect to the author’s professional context as an instructor at a tertiary institution in Hong Kong. It then argues that such teaching cannot enjoy the status of a true profession without addressing these new demands on professionalism, and that professional development in ICT knowledge and skills has a contributing role, necessary though insufficient by itself, in the drive towards achieving this goal.
In light of ICT’s great potential to elevate both teaching and learning, teachers have been tasked with the goal of incorporating ICT in their classrooms in order to improve teaching quality, however, achieving this enhanced professionalism and the attendant technical skills could pose a danger to teachers’ individual autonomy (Mak, 2010) and it has been argued that ICT should be used judiciously (Thornbury, 2014). Thus, by “persuading” teachers to continue their professional development, especially in ICT skills, and with an emphasis on adopting a critical stance towards the role of ICT in the classroom, the status of the teaching profession, Teaching English as a Second Language will be raised (Scrimshaw, 2004).
Presenting Author’s Bio
Mr. Kohnke is a Teaching Fellow at Hong Kong Polytechnic University. Lucas has designed, taught and coordinated EAP courses in Asia and Middle East. His research interests include technology-supported teaching and learning, professional development using ICT and integrating higher-order thinking into EAP course design.