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Journal Article

Technology‑Capable Teachers Transitioning to Technology‑Challenged Schools  pp269-280

Faiza Derbel

© Jun 2017 Volume 15 Issue 3, Editor: Jarmila Novotná and Antonín Jančařík, pp199 - 280

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Developing countries lacking capabilities, funds and human resources are compelled to improve the digital literacy rates of their task force through educational initiatives. This is the case of Tunisia where a stand‑alone in‑service teacher education (Ted) initiative was implemented in 2014 and 2015. The aim of this project, the Tech Age Teacher Project (TATP), was to equip teachers in Tunisia with the technology skills for teaching so that they can dispense teaching of a 21st‑century education quality. Five English language teachers, who benefitted from this initiative, are the focus of this study. The aim was to explore whether and how they are making the transition into the technologically‑challenged schools. Analysis of the TATP documents, data is collected through a short teacher questionnaire and a semi‑structured interview during which teachers give their personal accounts as TAT trainees and their attempts to apply the ideas in real school settings. Results indicated that teachers showed great dedication toward implementing the ideas/skills received in the training and that they strove, as technology‑capable teachers, to integrate technology in their day‑to‑day practice despite the constraints they faced in the schools. Their accounts reveal their rationale and motives for using technology with their students and the strategies they employ to circumvent obstacles, but also show that their success in integrating technology remains restricted by issues of infrastructure, barred access to a technology space