The Effect of Information Technology to the Performance of English Teachers in Selected Vocational Schools

Abstract

Vásquez-Pajuelo et al. (2024) and Chaipidech (2022) have highlighted the growing use of digital tools in vocational schools, particularly for teaching English. The COVID-19 pandemic has accelerated the shift toward digital literacy, necessitating enhanced technological competencies in educational professionals. Chaipidech et al. (2022) highlight the potential of IT in facilitating individualized learning experiences, providing real-time feedback, and encouraging collaboration through online practice communities. Research shows that when educators have the appropriate digital skills and resources, their instructional practices improve, leading to improved student engagement and learning outcomes. However, there are still significant gaps in research, particularly in the China, where the digital divide and lack of comprehensive training programs pose challenges. The study reveals gaps in teachers' understanding of ICT's potential benefits due to inadequate infrastructure, technological support, and professional development. Despite positive attitudes, limited training and limited resources hinder ICT integration. The study suggests specific training programs, better ICT facilities, and a well-thought-out plan to make the most of ICT's effect on vocational school teachers' work and students' grades.