Exploring the role of context and collaboration in normalising technology use in English language teaching in secondary schools in Malaysia

Abstract

This study explores the extent to which technology use has become normalised in English classes in secondary schools across Malaysia, and the role of context and community within the normalisation process. The approach taken was qualitative, using online surveys and interviews to investigate English language teachers’ experiences with using technology in their classes. The results of the study indicate that normalisation is occurring to some extent within the setting, with the degree of normalisation significantly affected by both contextual factors and the way the teaching community operates. The study also suggests that normalisation itself should be viewed as a more complex, dynamic, context-dependent and community-based concept than previously recognised. This study may therefore be of interest to policy makers, school administrators and teachers working towards incorporating and normalising technology in teaching and learning.