Abstract
This article reports on a faculty learning community (FLC) as a professional development model for faculty in an English–medium university in the United Arab Emirates. The authors describe how the introduction of a new learning and teaching technology, in the form of iPads, resulted in many of the faculty feeling unsure about their pedagogy. A face-to-face FLC was set up with an on-line component. The FLC served as a forum to discuss issues, resolve these problems and develop sound pedagogy in accordance with the culture of the university. The authors present data from blogs, discussion notes and questionnaires, and they discuss the strengths and limitations of a FLC as a model of professional development (PD) in this particular context