4.4.7. Perceived Ways of Future Educational Technology Development (Study4RQ7)

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The participants expressed that they envisioned and were looking forward to two kinds of educational technology development: 1) the development of educational technology, and 2) educational technology development in teacher education and training programmes, the latter including instructors’ own professional development. Regarding technology’s development, Erika was wishing for a software that could correct and evaluate students’ texts automatically, and as a researcher, she would welcome a voice recognition AI software that functions in Hungarian too for transcribing interviews. Dóra and Richárd hoped that in the future, the design of LMS systems would become visually more appealing because in their opinion, visual appearance is part of user experience. Richárd added that it would be worthwhile developing well-functioning mobile applications of the LMS systems.

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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.

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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.

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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.
 

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4.4.7.1 Discussion. The participants expressed that educational technology would most likely continue to develop, but the development should be targeted to build more on real-life experiences as opposed to being promoted as an educational directive (see Kozma, 2008). Several participants expressed that it was the duty of teachers, especially teaching methodology teachers, to follow the development of educational technology for their own professional development irrespective of the pandemic. It is important that the development of, e.g., LMS systems be linked to teachers’ and learners’ needs in the classrooms. Interestingly, there is no consensus among the participants whether digital educational tools should rather be centralised, or cross-platform tool collections would be developed more, but perhaps such a consensus is not even desired. Educational material development could become up to date best if materials were released online because often by the time coursebooks are edited, printed, and distributed, the digital references in them have already become partly obsolete.

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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.
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