Incorporating Podcasting and Blogging into a Core Task for ESOL Teacher Candidates

Autor/in	Kim, Deoksoon
Titel	Incorporating Podcasting and Blogging into a Core Task for ESOL Teacher Candidates
Quelle	In: Computers & Education, 56 (2011) 3, S.632-641 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.10.005
Schlagwörter	Qualitative Research; Second Language Learning; Rewards; English (Second Language); Second Language Instruction; Educational Technology; Web Sites; Electronic Publishing; Handheld Devices; Technology Integration; Computer Uses in Education; Teaching Methods; Preservice Teacher Education; Student Teachers; Student Teacher Attitudes; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Qualitative Forschung; Zweitsprachenerwerb; Reward; Belohnung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Unterrichtsmedien; Web-Design; Elektronisches Publizieren; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Due to innovation and globalization in education, educators of English for Speakers of Other Languages (ESOL) are encouraged to use such instructional technologies as podcasting and blogging, but studies on integrating these technologies into assignments are rare. This project revealed how ESOL teacher candidates implement instructional technology skills to help English learners and the teacher candidates' attitudes and processes toward implementing podcasting and blogging as a core assignment. Using qualitative research, five themes emerged: (a) ESOL teacher candidates' attitudes and self-assessments, (b) their implementation of podcasting and blogging, (c) their challenges and rewards, (d) the impact on their professional development, and (e) their own impact on new generations of students, particularly English learners. This discussion highlights ESOL teacher candidates' experiences while learning podcasting and blogging. ESOL teacher candidates, recognizing their future students as a new generation, are highly proactive learners and want very much to be competent and confident in their own teaching. (Contains 1 figure.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10