Language Teacher Education and Technology

In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 3–20). ... Language Learning & Technology, 17(3), 52–73. ... In G. Motteram (Ed.), Innovations in learning technologies for English language teaching (pp. 5–13).

Author: Jeong-Bae Son

Publisher: Bloomsbury Publishing

ISBN: 9781350020412

Category: Language Arts & Disciplines

Page: 192

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Language teachers' competencies in computer-assisted language learning (CALL) are a crucial factor affecting their own implementation of CALL. However, there is still a concern that many language teachers are not adequately prepared to make effective use of CALL or to identify and evaluate potential CALL solutions. This can be the result of many different factors and raises the question of how to train teachers to develop their CALL knowledge and skills to a greater degree. The discussion of approaches to training language teachers in the use of technology adopted in areas of Australia, the UK and the US provides valuable insights for those already involved in this area, and inspiration for those who have some interest in carrying out this kind of training, but as yet have little or no experience. This book explores the current status of CALL teacher education and discusses issues and challenges CALL teacher educators face in their own contexts. Specifically, it looks at postgraduate CALL courses offered at different universities to find ways of improving CALL teacher training. It represents the first overview of a topic that is relevant to most postgraduate courses in Applied Linguistics or TESOL across the globe. The use of technology for language learning and teaching is increasingly common but, as is so often the case, training for teachers in how to use that technology remains limited, to a large extent by lack of expertise among trainers.
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World Language Teacher Education

ACTFL's 2009 National Language Teacher of the Year. The Language Educator. 4(2), 28. Tolisano, S. (2008, November 16). Videoconferencing with elementary school students. Langwitches: The Magic of Learning through Technology.

Author: Jacqueline F. Davis

Publisher: IAP

ISBN: 9781607524656

Category: Language Arts & Disciplines

Page: 355

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The significant change in public schools over the last two decades warrants a response in how we prepare teachers. This volume is an effort to share the contributors’ knowledge, experience and ideas with colleagues, particularly with novice language teacher educators. The suggestions in the chapters are primarily provided for the teaching methods course, but many can be adapted to other education courses or for professional development programs. The first section of the introduction provides a review of issues identified in teacher education including debates, accountability, and government influence over education. The second section explores teacher educators in the literature such as issues in their practice, and a focus on foreign language teacher educator practice. The third section provides a brief overview of the chapters in the book.
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Preparing Foreign Language Teachers for Next Generation Education

The promising future brought up by teaching foreign languages with technology calls for a strong and systematic training in technology for foreign language teachers (Fuchs & Akbar, 2013; Hubbard & Levy, 2006; Luke & Britten, 2007; ...

Author: Lin, Chin-Hsi

Publisher: IGI Global

ISBN: 9781522504849

Category: Education

Page: 313

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The growth of Information and Communication Technology (ICT) has changed the dynamics of education, as self-directed learning, especially on mobile devices, is as accessible as ever. Despite the near infinite amount of information available for students outside of school, the classroom remains the most critical aspect of student’s growth. Teachers now play crucial roles in engaging ICT’s full potential to create an environment of meaningful learning to develop students’ critical thinking skills. Preparing Foreign Language Teachers for Next-Generation Education concerns itself with the integration and study of new technologies in foreign-language education. Featuring theoretical and empirical chapters related to the confluence of teacher-education, teacher cognition, and innovative technologies, it provides engaging insight into foreign-language teachers’ perceptions and the influence of those perceptions. This publication is quintessential to foreign-language teachers, administrators, policy makers, students of education, programmers, and developers.
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Foreign Language Teacher Education

Fabris , Marta E. 1992. Using Multimedia in the Multicultural Classroom . Journal of Educational Technology Systems , 21 , 2 : 163171 Fischer , Gerhard . 1996. Tourist or Explorer ? Reflections in the Foreign Language Classroom .

Author: Zena Moore

Publisher: University Press of America

ISBN: 0761804676

Category: Education

Page: 337

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This is a collection of essays dealing with ESL/EFL/FL teacher education by experienced ESL/EFL/FL teacher educators and student teachers of different cultural backgrounds, and from different countries. The essays cover topics that focus both on the teacher as learner and the learner as teacher. This book recognizes that the language classroom has a particular culture of its own while being part of a broader school culture. As a result, the multi-foci nature of the chapters serve to present the varied and diverse language education needs, programs, and approaches. Contents: The National Foreign Languages: Can we Get from Here to There?, Sophie Jeffries; FLES Teacher Preparation: Competencies, Content and Complexities, Gladys C. Lipton; Journaling: A Path to Reflective Teacher Development, Aleiline J. Moeller; Alternative Assessment in Foreign Second Language: What do we in Foreign Language Know?, Charles R. Hancock; Where are the African American Foreign Language Teachers?, Mark English; Foreign Language Teacher Education in a Professional Development School, Alan Garfinkel and Carol Sosa; Portfolio Design and the Decision Making Process and in Teacher Education, JoAnn Hammadou; Peer Evaluation in In-Service Teacher Education, Jeannette Morris; Professional Development for Japanese Teachers, Yoshiko Saito; Successful Listening Comprehension Strategies: Implications for Foreign Language Teaching and Teacher Training, Rhonda Chipman-Johnson; Emergent L2 Writing in the French Immersion Classroom: Implications for Teacher Education of Where are the Holes in Whole Language?, Stephen Carey and Rishma Dunlop; Multimedia and Foreign Language Teacher: A Humananistic Perspective, Josef Hellebrandt; Culture: How do Teachers Teach it?, Zena Moore.
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Experiences of Second Language Teacher Education

Arnold, N. and Ducate, L.(2006) 'Future foreign language teachers' socialand cognitive collaboration inan onlineenvironment', Language Learning & Technology, 10(1), 42–66. Bolitho, R. and Wright, T. (1995) '“Starting fromwhere they'reat ...

Author: T. Wright

Publisher: Springer

ISBN: 9781137316257

Category: Education

Page: 309

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This book brings together the voices of teacher educators working in different national and educational settings. It Covers themes such as change in teacher education practices, the influences of context on practice, and of interculturality, to provide rich insights into the processes and effects of second language teacher education.
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Distance Education for Language Teachers

7 Distance Education for Language Teachers and Educational Technology GARY MOTTERAM Introduction The first part of this chapter will consider some of the problems of trying to teach educational technology for English Language Teaching ...

Author: Ron Howard

Publisher: Multilingual Matters

ISBN: 1853592919

Category: Education

Page: 209

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Distance learning was associated for many years with the endeavour of a correspondence course. Based on a symposium, this book presents current research and practice in the field.
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Handbook of Technological Pedagogical Content Knowledge TPCK for Educators

Mary C. Herring, Matthew J. Koehler, Punya Mishra, Published by The AACTE Committee on Innovation and Technology. 125–144). Oxford: Oxford University Press. Tarone, E., & Allwright, D. (2005). Second language teacher learning and ...

Author: Mary C. Herring

Publisher: Routledge

ISBN: 9781317639756

Category: Education

Page: 322

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Published by Taylor & Francis Group for the American Association of Colleges for Teacher Education This Handbook addresses the concept and implementation of technological pedagogical content knowledge -- the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: What is Technological Pedagogical Content Knowledge? Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, "It’s about time!" The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.
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International Perspectives on English Language Teacher Education

Integrating teachnology into K12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development 55, 3, 223– 252. Hindin, A., Morocco, C.C., Mott, E.A., & Aguilar, ...

Author: T. Farrell

Publisher: Springer

ISBN: 9781137440068

Category: Education

Page: 202

View: 886

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The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners. The collection suggests that a way forward for second language teacher preparation programs is through 'reflective practice as innovation'.
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Language Teaching with Video Based Technologies

In harnessing the evident potential of digital technologies in the language classroom (Plonsky & Ziegler, 2016), educators and policymakers need to be savvier about the history of education technology, its failings and its limitations ...

Author: Michael Thomas

Publisher: Routledge

ISBN: 9781000172423

Category: Language Arts & Disciplines

Page: 236

View: 114

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This book explores the implications of technology-mediated project-based language learning for CALL teacher development, focusing on the role of video-based instruction in elucidating challenges and opportunities to promote learner creativity in the language classroom. The volume builds on existing literature on project-based language learning by extending the focus on the affordances of machinima, digital video created by teachers and learners to capture experience in 3D immersive games or virtual worlds. Drawing on data from a large-scale research project featuring case studies that examine different facets of CALL teacher education, the book calls attention to language learning and teaching strategies that encourage both learners and teachers to develop innovative approaches in the language classroom and how such approaches promote the integration of lifelong learning skills alongside traditional linguistic competencies. Offering a dynamic contribution to the growing literature on the interface of language learning and teaching and technology, this book will appeal to students and researchers in applied linguistics and language and education, as well as those interested in the latest developments in CALL.
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Emerging Concepts in Technology Enhanced Language Teaching and Learning

communication , language teachers ' education , ICT implementations in language pedagogy and language assessment . She published numerous book chapters and articles related to her research interests . Mei - Hua Chen is an associate ...

Author: Zou, Bin

Publisher: IGI Global

ISBN: 9781799889830

Category: Education

Page: 347

View: 240

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For years, language teachers have increasingly been using technologies of all kinds, from computers to smartphones, to help their students learn. Current trends in TELTL (technology-enhanced language teaching and learning), such as artificial intelligence, virtual reality, augmented reality, gamification, and social networking, appear to represent major shifts in the digital language learning landscape. However, various applications of technology to mediate language learning may be informed by reflecting not only on the present but perhaps more importantly on relevant insights from past research and practice. Emerging Concepts in Technology-Enhanced Language Teaching and Learning explores the recent development of the new technologies for language teaching and learning to gain insights into and synergy of the theories, pedagogies, technological design, and evaluation of TELTL environments for comprehending the trends and strategies of the new digital era as well as investigate the possibility of future TELTL research direction. The book includes trends shaped by contemporary issues such as the COVID-19 pandemic. Covering topics such as digital education tools, L2 learnings, and sentiment analysis, this book serves as an essential resource for researchers, language teachers, educational software developers, administrators, IT consultants, technologists, professors, pre-service teachers, academicians, and students.
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