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This study examined the shortage of such programs for tertiary-level English language instructors using evidence-based multimodal reflective practices, employing a developmental research design with mixed qualitative and quantitative data.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University of Economics, Izmir, Turkey  \nORCID: 0000-0002-0276-4886  \nTufan Adiguzel  \nOzyegin University, Istanbul, Turkey  \nORCID: 0000-0001-6232-1246  \nReceived: 12 Jun 2021 Accepted: 29 Jul 2021  \nAbstract  \nFor technology integration to achieve intended instructional objectives, professional development is of paramount importance for in-service instructors. Technology enhanced reflection providing multimodality and evidence-based data has the potential of helping instructors achieve technology integration in their teaching. Thus, this study addressed the lack of professional development programs for in-service English language instructors aiming at technology integration through evidence-based multimodal reflective practices. By following the developmental research methodology, an instrumental case study was conducted using mixed-methods design including both qualitative and quantitative data.  \nThe professional training was carried out with eight English language instructors at tertiary level who aimed to integrate technology into their English classes by being involved in evidence-based multimodal reflective practice. In this study, there were five different data sources (instructors’ opinions, recorded lessons, video annotations, face-to-face interaction notes and pages in the learning management system) and seven data collection tools (interviews, tutor reflection template, self-reflection template, peerreflection template, technology integration questionnaire, online discussion forums and evaluation criteria form) . As a result, this professional training particularly designed and implemented for the inservice English language instructors at tertiary level did make a change in their both technology integration and evidence-based multimodal reflective practice. Apart from the change in the instructors’technology integration, this study had an impact on their understanding, practice and quality of reflective practice involving evidence-based multimodal reflection tools as it helped the instructors to increase depth in their evidence-based multimodal reflective practice.  \nKeywords: technology integration, reflection, professional development, teacher training  \nINTRODUCTION  \nTechnology integration, one of the key issues in today’s teaching and learning settings, can be simply defined as making technology an available, accessible, and integral constituent of instruction so as to foster the learning and teaching process (Wheeler et al., 2000) . It has been the research topic of many studies, presenting challenges regarding its true nature, its stakeholders, the ways to achieve it, and issues regarding evaluation of the outcomes. Technology integration has become more significant in higher education (Sahin & Thompson, 2006); however, there are fewer studies on technology integration at tertiary level (Instefjord & Munthe, 2017) . Most studies focus on pre-service teachers (Liu & Kleinsasser, 2015; Park & Son, 2020; Turgut, 2017), rather than in-service instructors. Particularly in English language learning and teaching, there  \nis lack of focus on teachers’ use of technology (Gönen, 2019) . There needs to be a greater focus on the significance and power of technology integration (Baker et al., 2012) and on building a theoretical base (Junget al., 2019) .  \nTechnology integration is a highly intricate process that involves numerous factors and variables (Kimmons & Hall, 2016) . Since instructors are viewed as having a key role when integrating technology (Ruggiero & Mong, 2015), many training programs of various lengths and scope have been designed (Alemdag et al., 2020) . Most place the emphasis on how to use a particular technology, turning the innovation into an addins, rather than integrating technology with content and pedagogy (Bebell & O’Dwyer, 2010) . Often instructors are unable to integrate te","cbCaiaNLch0fndQU","https://ap.wps.com/l/cbCaiaNLch0fndQU","pdf",559710,22,"English","# Introduction\n## Technology integration as an instructional process\n## Challenges and gaps in existing training programs\n## Rationale for evidence-based multimodal reflective professional development","[{\"question\":\"Why is professional development critical for effective technology integration?\",\"answer\":\"Because technology integration needs to achieve instructional objectives, and in-service instructors require structured development to connect technology use with teaching and learning.\"},{\"question\":\"How does this study support technology integration for in-service English instructors?\",\"answer\":\"It uses evidence-based multimodal reflective practices to guide instructors, combining multimodality and evidence from multiple data sources during professional training.\"},{\"question\":\"What research approach and data sources were used in the training study?\",\"answer\":\"A developmental research methodology with an instrumental case study and a mixed-methods design was used, drawing on qualitative and quantitative data from instructors’ opinions, recorded lessons, annotations, interaction notes, and learning management system pages.\"}]","Technology Integration Through Evidence-Based Multimodal Reflective Professional Training | PDF",1792090012,55]