The professional development of teachers using tablets in bilingual primary classrooms

Abstract

This chapter outlines the ways in which five teachers in primary classrooms in Malta were prepared to use tablets for the teaching of bilingual literacy, in Maltese and English. The main objective was to investigate the attitudes and literacy practices of teachers and students in the five classrooms involved in the project. The teachers were trained in a blended learning format on topics such as teacher planning and preparation, the classroom environment and instruction, and professional responsibilities. The progress of their professional development and practice was documented using a focus group, classroom observations, teacher interviews, teacher reflective diaries, and student questionnaires. Their ‘reflection on practice’ focused on the following themes: motivation moderating literacy engagement, differentiated teaching and learning, collaborative learning, and the strengthening of home and school links. They integrated successfully the use of tablets in their teaching for a number of creative literacy activities in both languages. The teachers used relevant apps to support reading and writing activities, such as reading comprehension, guided and creative writing. Teachers’ and children’s positive attitudes were sustained beyond the classroom and influenced the use of tablets at home.