Akademik Veri Yönetim Sistemi
ICETOL International Conference on Educational Technology and Online Learning , Balıkesir, Türkiye, 20 - 23 Haziran 2023, ss.10-15
This study explores English as a Foreign Language (EFL) teachers’ awareness on their digital footprints in online educational contexts. Unlike various content teachers, English language teachers need to teach a comprehensive knowledge of English skills such as speaking, listening, or grammar as well as 21st century skills such as critical thinking, creative, or communication skills. As digital footprint is any type of data that is left behind when users have been online, EFL teachers may have some drawbacks to incorporate their and their students’ information (i.e. their background, hobbies, and family situation) into their classes while teaching in online educational platforms. For this purpose, a qualitative study was employed to better understand the opinions of EFL teachers regarding their awareness on their digital footprints. 10 EFL teachers who work at a state university in Turkey were chosen by the criterion sampling method. A semi-structured interview was conducted with the participants to collect the data. Data was analysed through content analysis method. The findings reported here suggest that EFL teachers have certain drawbacks and concerns about their digital footprints while teaching in online educational contexts. The findings of this study have a number of important implications for future practice.
Key words: Digital Footprints, EFL teachers, Tertiary Education, Online Education