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