professional-development
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- PaperTESOL Quarterly22 Jul 2026
Unveiling the AI Divide: A Comparative Study of Novice and Veteran EFL Teachers' Experience of Using Generative AI in Teaching
Qi Lin
A comparative study of novice and veteran EFL teachers reveals that the AI divide emerges mainly at the levels of AI capability and AI outcomes rather than access, shaped by factors such as perceived ease of use, educational background, social support, and professional development opportunities.
Original abstract
The rapid advancement of artificial intelligence (AI) has brought both opportunities and challenges to the field of education. Within this evolving landscape, the emergence of the AI divide has become a pressing concern, particularly in teacher education and EFL instruction. This study developed a three‐level three‐factor conceptual framework to explore the AI divide through the dimensions of AI access, AI capability, and AI outcomes, while also considering technological, personal, and institutional influences. Using this framework, the study employed a comparative research design to examine how novice and veteran EFL teachers integrated AI differently in their teaching practices. The findings revealed that the AI divide between novice and veteran EFL teachers mostly occurred at the second level (AI capability) and third level (AI outcomes), rather than the first level (AI access). These disparities were shaped by a combination of technological, personal, and institutional factors, including perceived ease of use of AI, educational background, social support, and access to AI‐related professional development. This study extends the concept of AI divide into the field of EFL education and offers valuable theoretical insights and practical implications for more equitable AI integration in EFL teaching.
- NewsEdSurge14 Jul 2026
We Talk About Whole Children. What About Whole Educators?
This article argues for supporting educators as whole people, not just employees, using the story of a teacher who thrived when her personal and professional needs were met. It emphasizes that teachers are the engineers of learning experiences, designing and scaffolding every moment for children. The author calls for a shift in the field to truly see and support educators.
Original abstract
<p>In 2010, a young woman walked into my office at the childcare center I directed in Arizona. She was nervous. She didn’t have experience in early childhood education. She just needed a job.</p><p>In most centers, that’s where the story would end. Instead, I offered her a working interview — two observational hours in an infant classroom. When she came back into my office, she was beaming. “I love this,” she told me. “Just give me a chance. I’ll learn.”</p><p>Her name is Lindsay. Fifteen years later, she’s still teaching.</p><h4>Seeing the Educator</h4><p>Lindsay’s story isn’t just about passion or perseverance; it’s about support. We made a deliberate choice — over and over again — to see her as a whole person first and an employee second. We figured out scheduling so she could get her Child Development Associate (CDA) credential. We found coverage when she needed practicum hours elsewhere. I wasn’t there for every step of Lindsay’s journey that followed, but she and I have stayed in touch throughout all these years. She earned her associate’s degree and then her bachelor’s degree; she grew from part-time infant teacher to lead teacher to program coordinator.</p><p>Lindsay’s story shows us what happens when an educator is truly seen — something our field has yet to get right. What gets overlooked most in conversations about the quality of early childhood education is that educators are engineers. Every learning opportunity a young child experiences is designed, built and brought to life by a teacher. There is no curriculum three-year-olds activate for themselves. Every moment of discovery, every language-rich exchange and every carefully scaffolded small group experience is built by someone. A teacher looks at a group of children, weighs their individual needs, considers the family’s hopes, aligns these needs and hopes to learning objectives and makes a decision about what to put in front of those kids at that moment. And they do this all day long.</p><p>These edu
- NewsLanguage Magazine9 Jul 2026
Free Virtual Conference on Bilingualism on July 11
A free virtual bilingual conference will take place on July 11, 2026, organized by the Habla Futures Initiative and several partners, targeting researchers, policymakers, and educators. The conference aims to foster international collaboration in bilingual education.
Original abstract
The Habla Futures Bilingual Conference is a free, international virtual gathering for bilingual education researchers, policymakers, and educators from across the globe, hosted by the Habla Futures Initiative in partnership with the UCI Bilingualism Matters California Initiative, OCDE Project GLAD, the California Department of Education, and Californians Together. Date: Saturday, July 11, 2026Time: 9:00 AM […] The post Free Virtual Conference on Bilingualism on July 11 appeared first on Language Magazine .
- NewsLanguage Magazine6 Jul 2026
California Boosts Education Spending Now
California Governor Gavin Newsom signed the 2026–27 state budget, allocating a record $21,100 per student—a 9.5% increase—and $128 billion for public education, with major investments in professional development and community schools. The budget also includes updates for the California ELA/ELD adoption process, impacting English language arts and English language development programs.
Original abstract
Major investments in Professional Development and Community Schools California Governor Gavin Newsom has signed the 2026–27 California state budget, confirming a $128 billion investment in public education including record per-student funding, which is projected to rise to $21,100 — a 9.5% increase. CA ELA/ELD Adoption Options In the 2026-27 fiscal year, which started July 1, […] The post California Boosts Education Spending Now appeared first on Language Magazine .
- NewsEdSurge17 Jun 2026
5 Things We Did Wrong with Edtech
The article critiques early 2000s edtech adoption, highlighting five key mistakes: adopting technology without clear purpose or guardrails, insufficient professional development, adding too many platforms causing noise, and failing to address digital distraction. It argues for intentional adoption and sustained training to make technology effective for learning.
Original abstract
<p>In the early 2000s, classrooms were simple.</p><p>One desktop computer sat in the back of the room, usually reserved for Accelerated Reader quizzes, and a computer lab down the hall hosted weekly keyboarding lessons. When laptop carts arrived, it felt like the future had rolled in on wheels.</p><p>My principal believed in slow, intentional adoption. The first month, she handed each teacher a laptop and said, “Keep it on your desk. Turn it on. That is all you have to do.” For most teachers across the country, the shift looked nothing like this. Schools scrambled to adopt technology, sometimes for learning, sometimes simply to keep up.</p><p>Debates emerged: Should we still teach cursive if students will be typing anyway? Should computer labs disappear? Should every student have a device? As the years progressed, students arrived more digitally fluent than ever and quickly outpaced teachers despite ongoing professional development. Districts kept adding more software, more platforms, more bells and whistles. Learning management systems became central to instruction. Individually, each tool was an advancement. Collectively, they created noise.</p><p>COVID accelerated everything, but it was not the sole cause of technology fatigue. By 2021, <a href="https://www.edweek.org/technology/what-the-massive-shift-to-1-to-1-computing-means-for-schools-in-charts/2022/05">90% of schools</a> had adopted at least one new digital platform, but fewer than half provided sustained professional development to support its use. Teachers were overwhelmed. Parents were unprepared. Students were distracted.</p><p>So where did we go wrong, and how do we get back on track?</p><h4><strong>1. We Adopted Technology Without Guardrails or Purpose</strong></h4><p>Before adopting any tool, districts must answer a simple question: Is this for learning, productivity, accessibility, or innovation? The distinction matters. Digitizing worksheets is not innovation.</p><p>Tools should help students create
- PaperELT Journal25 Apr 2026
Teacher talk on social media: creating space for learning
Melissa Reed, Philip Chappell, Lynda Yates
Analyzed dialogues from a large Facebook group for English language teachers, identifying types of talk that are productive, less productive, or toxic for learning. Offers recommendations, reflective questions, and a model to help teachers and stakeholders understand how social media interactions affect opportunities for learning.
Original abstract
Teachers are increasingly using social media as a form of professional development. Online teachers’ communities can be beneficial for teachers, including the opportunity to self-direct their learning, network with peers without barriers of time and space, and find support. However, we still lack an understanding of how their interactions with others help teachers learn on social media. This article reports on a study in which dialogues from a large Facebook group for English language teachers were analyzed. Different types of talk were identified in the group: talk that was productive, talk that was less productive and talk that was toxic for learning. The concept of dialogic learning frames how teachers co-construct understandings through dialogue, and what actions may enable or constrain learning. Recommendations, reflective questions and a model are provided to assist teachers and other stakeholders to understand how interactions on social media may affect opportunities for learning.