L2 Journal

This study explores language educators’ insights to identify the characteristics of effective professional development programs for K-12 teachers and university instructors seeking to integrate educational technologies into language teaching. In pursuit of this goal, a group of language educators participated in a professional development program designed to enhance their skills in experiential and technological material development in language teaching. After completing the program, educators were invited to evaluate it and provide insights on what characteristics define a successful language teacher professional development program focused on the integration of educational technologies in language teaching. Multiple data sources were analyzed to explore participants’ insights and experiences. Data collection involved written open-ended questions, a focus group conversation, and individual interviews. The findings suggest that participants in the language teacher professional development program emphasize promoting multimodality, preparing teachers for implementation, welcoming teachers’ language learning philosophies, addressing critical perspectives, and presenting examples and resources. The results point to implications for the refinement of language teacher professional development programs, highlighting effective practices that provide continuous and sustainable support post-training, involve teachers in setting the goals of teacher education programs, and take into account their needs and classroom settings.