Abstract
English Language Teaching and Learning has evolved in contemporary times, and shifts in society have partly influenced this evolution. This descriptive study examined the instructional and learning practices in English Language classes of a school which has adopted and implemented since 2016 the 1:1 Learning with iPad initiative in all learning areas. To assess the extent of the technology integration in the English Language classes, the researcher used the SAMR (Substitution, Augmentation, Modification, and Redefinition) conceptual model of technology integration. Moreover, classroom experiences from English Language Teachers and Learners were classified into relevant themes which objectively reflect the realities of technology-aided classrooms. Data were gathered through surveys, classroom observations, and in-depth interviews with ELLs and ELTs. The results indicate that the ELLs and ELTs utilize the iPad for many educational purposes, and they find it useful despite constantly facing personal and instructional challenges. Furthermore, the iPads were frequently used as augmentation tools, but the teachers have found ways to modify the classroom tasks to maximize technology integration. Finally, the teachers and the learners in this study claim that their experiences are generally positive because they have a digital tool which has extended learning beyond the classroom. On another important note, the researcher suggests that the school clarify fundamental principles and concepts of the teaching approach which could be used in the context of integrating iPad’s technology in a 1:1 Teaching and Learning Initiative. This study has added new knowledge into the regularly updating fields of English Language Teaching and Learning
Author Information
Ariel Joy Jr. Patria, University of St. La Salle, Philippines
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