Imre Fekete: Technology in English teaching • The Hungarian university context
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4. Results and Discussion
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4.3. Study 3: The Learners’ Interview Study
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4.3.7. Perceived Ways of Future Educational Technology Development (Study3RQ7)

4.3.7. Perceived Ways of Future Educational Technology Development (Study3RQ7)

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4.3.7.1 Desired Educational Technology Development. Some participants mentioned some desired directions of educational technology development. Tímea said that sometimes systems are very slow to develop, and by the time something becomes accessible, it has already become obsolete. According to Tímea, implications of research should have a greater influence on educational technology and changes should be implemented faster. Andrea said that the compulsory public educational LMS system, Kréta (https://eugyintezes.e-kreta.hu/) should not be propagated by stakeholders provided it only had limited functions to conduct lessons and it had multiple issues with crashing due to high demand. Diána and Léna would also welcome a working and centralised LMS system that would make collaboration between schools possible (e.g., project weeks between several institutions). Instead of EFL coursebooks, Olga would welcome digital coursebooks or collections of materials that are compiled by topics (e.g., family and relationships, sports, and recreation).

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Sándor said that GoogleDocs is very close to his ideal private teaching platform, but he would welcome some development in its collaborative nature. When it comes to teaching more than one student, it is very difficult to work together in a shared Google Document because there are no dedicated sections for individual students in one shared page, and if someone begins typing in the document, the layout can easily change, causing others to get lost easily. Finally, Iván would welcome high-profile development of education technology from the field of Artificial Intelligence. He would welcome chatbots or voice assistant systems to serve as stress-free practice zones for learners who are too afraid yet to communicate in a foreign language but find the stimuli now available on language teaching websites (such as Duolingo) too low or limited to receptive skills.
 

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4.3.7.2 Educational Technology Involvement Post-Covid-19. Each participant agreed that education cannot and should not be carried out entirely online or only relying on technology (e.g., artificial intelligence) because teaching as a profession includes environmental and psychological components apart from teaching the material. Tímea said that “despite the fears, television never really substituted the radio fully, Kindle did not result in the end of book printing and Facebook did not result in people never meeting one another in person”. She added that changes towards a more technology-inclusive education could be a result of changing teacher education. Iván and András also agreed with Tímea in saying that all methodological classes should make constant references to how teaching something could be carried out effectively in the online sphere. When it comes to teaching in public educational institutions, Iván and Flóra said that everything depends on technology’s institutional support and a supportive leadership.

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Iván, András, Tímea and Flóra said that teachers’ techno-pedagogical competencies (i.e., those competences they are ready to activate in a real teaching environment) work best if teachers are helped in developing positive attitudes towards ICT inclusion. Tímea, András and Iván said that this attitude is rather characterised by an array of knowledge when and how to implement what digital possibilities instead of being a finite list of software, webpages, applications, or devices teachers should be familiar with. Iván said that “everything [i.e., all the resource websites, useful applications, etc.] cannot be taught, but an openness and a positive attitude might; what to include, how to implement something, or who to ask when they have a question”. András added that once technology inclusion is not a must any longer, it becomes a possibility “that is made up of a lot of things learned because it was a must, but [these instances] eventually became experiences, and it will be natural to go back to something you have had good experiences with”.
 

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4.3.7.3 Discussion. The participants expressed their perceptions that educational technology will continue to develop at a rapid rate (EU, 2018; Harris, 2005; ICTLP, 2007), which is supported by the development of technology, the continuously changing theoretical framework of digital literacy (EU, 2015; 2016), technological pedagogical knowledge (Mishra & Koehler, 2006) and is echoed in the texts of national curricula (Kozma, 2008; 2011a; 2011b; Tondeur et al., 2007a; Voogt & Pelgrum, 2005). Despite this development, some participants expressed their scepticism regarding the Hungarian attempts to effectively support this process regarding teacher education, teacher training and the process being informed by empirical research. Although several participants expressed their instructors’ quick actions towards turning their methodological seminars online, making sure that the learning and microteaching processes involve and utilise digital possibilities, these changes can be long lasting only if they become systematic in the future.

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These days, technology use in teacher education in Hungary depends almost entirely on the instructors’ beliefs (Dringó-Horváth & Gonda, 2018) and the same is observed in the secondary educational context (Kárpáti, 2012; Molnár, 2011). Compared to their other majors, participants also expressed that their EFL methodology teachers tended to display more complex technological pedagogical knowledge than their other subject methodology teachers – which might be interpreted as a bias towards EFL teacher education programmes on behalf of the participants, or as a subjective documentation of the initial progressivity of the Hungarian EFL teacher trainers who taught the participants. Finally, as many teachers experience a reality shock when they start teaching in an institution full-time following their education, it would also be important to follow the practices of these teachers to see if they could implement technology in their teaching practices as well as whether their competencies allow them to develop constantly because some teachers tend to rely only on the technologies that were explicitly part of their instruction (Lowther et al., 2008).
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