technology-integration
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- PaperOpenAlex — TESOL research21 Jul 2026
An Exploratory Investigation of ELT Instructors’ Attitudes Toward Bilingual Medium of Instruction (BMI) and the Role of Technology in Bangladeshi Classrooms
Bushra Jesmin Trisha, Swaha Das, Ritu Ghosh
A survey of 18 ELT instructors at a Bangladeshi university found 88.9% support for bilingual medium of instruction (BMI), citing improved comprehension and learner confidence. However, 66.7% worried about reduced English exposure, and most reported barriers such as inadequate training, restrictive policies, and limited resources. Instructors held positive attitudes toward AI tools and gamification, though implementation varied with available resources.
Original abstract
This study investigates the outlooks, reported practices, and perceived constraints of English Language Teaching (ELT) instructors concerning Bilingual Medium of Instruction (BMI) in Bangladeshi university classrooms. Eighteen instructors from Feni University participated in a structured survey. The research is organized around three objectives: (a) examining instructors’ perceptions of translanguaging practices, (b) investigating the obstacles they report when implementing bilingual instruction, and (c) exploring how technological integration may facilitate translanguaging pedagogy. Within this sample, 88.9% of respondents indicated support for bilingual instruction, citing enhanced comprehension, increased learner confidence, and faster learning as the most frequently reported benefits. Approximately 66.7% of participants expressed concern about reduced English exposure, and a majority reported inadequate training, restrictive institutional policies, and limited bilingual resources as recurring barriers. Respondents held positive attitudes toward AI-driven tools and gamification, although the extent of implementation appeared to vary with available resources. The study discusses these findings in relation to each research objective, situating the sample-level results within the broader literature on translanguaging, language policy, and educational technology. The discussion concludes with practical implications for teacher education, institutional policy, and bilingual resource development, and acknowledges the limitations of the current study alongside directions for future inquiry.
- PaperOpenAlex — TESOL research20 Jul 2026
Teaching with Technology, Leading with Values: ELT Teachers and the Future of AI in Education
Senem Zaimoğlu
This paper explores how ELT teachers can integrate AI in education while upholding humanistic values, emphasizing the need for value-driven leadership in technology adoption.
- NewsEdSurge28 Jun 2026
ISTE+ASCD is Now the International Society for Transforming Education
ISTE+ASCD has rebranded as the International Society for Transforming Education, announced at their annual conference in Orlando. The new name reflects a global focus on aligning instructional strategy, technology, and educator practice to improve student outcomes. Reactions from attendees are mixed, with some embracing the change and others feeling the legacy of ASCD is lost.
Original abstract
<p>ISTE+ASCD — the organization behind the editorially independent news site EdSurge — announced a new official name on June 28: The International Society for Transforming Education.</p><p>The announcement was made at the opening general session of the organization’s annual conference in Orlando, Florida. Jeremy Owoh, president of the International Society for Transforming Education and superintendent of Jacksonville North Pulaski School District, explained that the name change had been in the works for more than a year.</p><p>“We knew that the [merger] needed to happen first and then once we grew together as a community then we could take on that [renaming] task,” he said. “This is a change we’re making very thoughtfully.”</p><p>Richard Culatta, CEO of the International Society for Transforming Education, told attendees that the name change is intended to reflect a global focus on aligning instructional strategy, technology use and educator practice to improve student outcomes and engagement. </p><p>“We believe that this name most effectively captures what both legacy organizations were always about,” he said. “Our new name shifts the focus from how we do it, to why we do it. And it shows how serious we are about transforming learning together.”</p><p>Some attendees expressed enthusiasm over the new name. “Oh, I'm excited,” said Elizabeth Diamond, an associate professor at Temple University in Philadelphia. “Words are so important, and those words are where we’re headed as teachers.”</p><p>Julie Keller, also a Temple University associate professor, added, “There’s power in the words, and it really brings together what we’re trying to do.”</p><p>Other attendees, including legacy-ASCD member Ruth Letang-Horton, vice president of the North American Division of SDA, were less enthusiastic. “I feel like the ASCD part is really lost,” she said. “Your feeling is like, ‘Wait a minute, what about ASCD?’ It’s because I’ve been an ASCD member for decades.”</p><p>The new name
- 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 Journal4 Jun 2026
Engaging adolescent learners in TESOL research
Asier Calzada, Agurtzane Azkarai
Examined EFL high school students acting as co-researchers in a TESOL project, finding they perceived technology integration as enhancing vocabulary learning and motivation. Students found the methodology manageable but struggled with sourcing literature, and expressed hope the project would benefit their future studies.
Original abstract
In the past years there have been calls in language education to engage in more inclusive research practices that also treat research subjects as co-researchers. This article focuses on a group of EFL learners who acted as researchers and developed a TESOL research project as part of their high school education. The present study describes their journey through this process, examining their initial beliefs towards research in TESOL and meaningful learning tasks, alongside their general opinions regarding this project. The findings indicated that these student researchers perceived the integration of technology into pedagogical tasks as a way to enhance EFL vocabulary learning and motivation. They considered the methodological part of the project manageable but reported difficulties in sourcing relevant literature. Overall, they were hopeful that their project would benefit other students and become an asset in their future studies.