Incorporating Digital Multimodal Composing through Collaborative Action Research: Challenges and Coping Strategies

Autor/inn/en	Jiang, Lianjiang; Yu, Shulin; Zhao, Yi
Titel	Incorporating Digital Multimodal Composing through Collaborative Action Research: Challenges and Coping Strategies
Quelle	In: Technology, Pedagogy and Education, 31 (2022) 1, S.45-61 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Lianjiang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2021.1978534
Schlagwörter	Action Research; Multiple Literacies; Multimedia Materials; Teacher Collaboration; Barriers; Coping; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Faculty Workload; Professional Autonomy; Foreign Countries; Technology Integration; Teacher Attitudes; Novices; Technological Literacy; Pedagogical Content Knowledge; Literacy Education; Technology Uses in Education; College Faculty; Educational Benefits; Teaching Methods; China + Suchen Sie Ihr Suchwort? Projektforschung; Lehrerkooperation; Bewältigung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Berufsfreiheit; Ausland; Lehrerverhalten; Technisches Wissen; Pädagogische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Bildungsertrag; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Despite the increasing evidence illustrating the benefits teachers can reap from incorporating digital multimodal composing (DMC) into classrooms through collaborative action research (CAR), scant attention has been given to how teachers collaborate with each other, what challenges they may encounter and how they cope with such challenges in CAR. This study examines four English teachers' experiences of incorporating DMC in a university-based English curriculum in China. The findings demonstrate that the teachers experienced difficulties in relation to establishing relevance, being digital novices, catering for students' diversified composing needs, and an institutional failure to recognise the increased workload. In response to the challenges, the teachers adopted five major coping strategies during CAR, which afforded an agentive space for the teachers to engage with DMC. The study has implications for how the pedagogic use of technology-mediated literacy practices such as DMC can be better supported in mainstream curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01