Design Perspectives on Technology, Language Teaching and Language Teacher Education

Autor/inn/en	Jalkanen, Juha; Laakkonen, Ilona
Institution	European Association for Computer-Assisted Language Learning (EUROCALL) (United Kingdom)
Titel	Design Perspectives on Technology, Language Teaching and Language Teacher Education
Quelle	(2012), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teacher Education; Sustainable Development; Expertise; Language Teachers; Second Language Learning; Second Language Instruction; Information Technology; Teaching Methods; Educational Change; Theory Practice Relationship; Role; Foreign Countries; Student Projects; Problem Based Learning; Finland + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Nachhaltige Entwicklung; Expert appraisal; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Theorie-Praxis-Beziehung; Rollen; Ausland; Schulprojekt; Problem-based learning; Problemorientiertes Lernen; Finnland
Abstract	Despite the national strategies and major efforts to promote pedagogical use of ICTs in education, training programs for in-service teachers have often failed to develop sustainable pedagogical practice. For sustainable development, teachers need to be offered opportunities to explore the role of technology in relation to their concept of language and learning, and reforms should be designed in negotiation with teachers and students. In teacher education, aspiring teachers are being informed of the latest research results, but bringing the theory down to practice is a major task that calls for development work soundly based on research. In this paper we suggest that design-based research (DBR) may help to meet some of the challenges related to integrating technology in language teaching and language teacher education. We claim that teachers need to develop their expertise in multimodal pedagogy, not so much in the use of specific technological applications. To support our claims, we draw from a study where the pedagogical thinking of aspiring language teachers was analysed during the subject studies and new research-based pedagogical structures were developed. (Contains 1 footnote.) (As Provided).
Anmerkungen	European Association for Computer-Assisted Language Learning (EUROCALL). Department of Languages & Cultural Studies, University of Limerick, Limerick, Ireland. Tel: +353-6121-3495; Fax: +353-6120-2556; Web site: http://www.eurocall-languages.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10