László found it problematic that he had to use his own storage space to share larger materials with learners (such as Google Drive) and would welcome development that allows instructors to share materials on a file-sharing basis; that is, materials are only available on people’s computers, and whenever someone needs them, they are sent to the person – much like how torrent files work. Dóra found it important to link educational material development with educational technological material development. Richárd and Erzsébet referred to the same notion, but while Erzsébet would welcome one centralised program or software that offers many different technological teaching tools (such as implementing tasks, developing presentations, designing quizzes), Richárd believed in cross-platform solutions.

Regarding teacher education and training programmes, Éva, Erika, Gábor, Erzsébet, Albert and László said that fundamental changes were needed towards integrating technology as part of all university courses, especially in methodology courses. This, however, holds an interesting paradox, as techno-inclusive teaching is expected from practising instructors. László said, “[t]he thing is, we can’t do anything against [technophobia], everyone’s personality is reflected in their teaching, if someone likes experimenting and is open [to discovering new possibilities], they will develop constantly, and their learners will benefit from having had them as teachers”. Magdolna, Erzsébet and László added that self-development could best be ensured by establishing professional circles or learning hubs because learners’ needs, and instructors’ technological pedagogical knowledge varied in each educational context. Erzsébet said that an IT specialist could be hired by institutions who would not only be responsible for the hardware part of educational technology but focused on aiding instructors with techno-pedagogical software and methodological ideas and that her university was about to hire a person for this interdepartmental role.

Finally, László made explicit references to necessary reforms regarding doctoral education. He said that he had difficulties when he first wanted to publish in a Q2 journal; at his doctoral school, he was expected to upload his publications and academic credentials in a completely different system than what was required by the international journals; the latter preferring ORCID (https://orcid.org/) and Crossref (https://www.crossref.org/). Furthermore, the review and the final publication process were administered in the in-house online systems of the journals. When many international job opportunities and grants are advertised on Researchgate (https://www.researchgate.net/), and publications best become visible if one’s profile was registered on Google Scholar, according to László, these online self-management opportunities should become explicitly integrated in the research seminars offered by doctoral programmes.

 

With regard to the development in technology inclusion in English Studies / Teacher education programmes, the participants echoed the view that optimally more and more teachers would be able to devote time and gain enough experiences in ICT inclusion to join the critical mass of teachers using the devices regularly (Kárpáti, 2012; Molnár, 2011). If this trend keeps continuing, learners mathematically have ever higher chances of being instructed by teachers with positive beliefs of inclusion. The importance of incorporating ICT into the instruction of each subdiscipline and program type was mentioned by László, who said that even PhD programmes should explicitly reflect on the necessary technologies in the fields of studies, be it LMS systems, research tools or frequent online editorial and grant submission systems because even on PhD level it cannot be taken for granted that students are expert users of technology for such purposes.