Beyond tools for meaningful technology integration: Unravelling the dynamics of teachers' beliefs and practices in Chinese as second language classrooms in Singapore

Abstract

Guided by a qualitative multiple-case study approach, this research investigates technology integration in Secondary 1 and 2 Chinese as second language education in Singapore, focusing on four promising teachers recognized for their effective use of technology. The study explores the intricate weave of teachers' technology integration practices, beliefs about technology in education, and pedagogical decision-making. Data were collected through classroom observations, focus group discussions, and in-depth interviews, interpreted through a lens that views teachers' beliefs, knowledge, and practices as interconnected strands of a complex dynamic system (Larsen-Freeman, 2017). The findings illuminate the strategic and adaptive use of technology in language classrooms. These teachers are reflective practitioners who prioritize pedagogical objectives and the enrichment of learning experiences. Their beliefs about technology integration are intertwined with their pedagogical understanding and identity as educators. The study particularly highlights the reflective and iterative nature of technology integration, demonstrating how teachers' values, experiences, and contextual dynamics shape their technological and pedagogical choices.