ELTED has published a research paper ‘Expanding English language teachers’ knowledge repertoire‘ by Patrick Mthethwa.
This paper extends discussion of the constituents of teachers’ knowledge in the 21st century classrooms. Drawing from a broad literature base, the paper argues that although a well-designed English language teacher education program is essential in positioning an English language teacher competently in the classroom, what constitutes teacher’s knowledge now is much broader than what is conceived by earlier knowledge models. The paper suggests a model that emphasizes technology as a new knowledge
type rather than looking at technology completely as a tool metaphor. Considering the possibility of myriad information accessible through the use of technology, the paper argues that empowering English language teachers with the knowledge of technology is more important than ever. Using narratives from the author’s experience of teaching English using technology, the paper illustrates how technology could be used as a unit
of presentational practice in supporting instruction, benefitting students’ acquisition of both technology affordances and informational content.