The Convergence of Content, Pedagogy, and Technology in Online Professional Development for Teachers of German: An Intrinsic Case Study

Autor/inn/en	Bustamante, Carolina; Moeller, Aleidine J.
Titel	The Convergence of Content, Pedagogy, and Technology in Online Professional Development for Teachers of German: An Intrinsic Case Study
Quelle	In: CALICO Journal, 30 (2013) 1, S.82-104 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Faculty Development; Reflection; Best Practices; Language Proficiency; Web 2.0 Technologies; Teacher Educators; Mixed Methods Research; German; Pedagogical Content Knowledge; Educational Technology; Second Language Instruction; Second Language Learning; Teaching Methods; Cultural Awareness; Language Teachers; Interviews; Teacher Attitudes; Standards + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Deutscher; Pädagogische Kompetenz; Unterrichtsmedien; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Language teacher; Sprachunterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Standard
Abstract	This qualitative case study describes a unique online professional development program utilizing Web 2.0 technologies for teachers of German using the Technological Pedagogical Content Knowledge (TPACK) model as a theoretical framework to promote technology literacy, expand German language proficiency and cultural knowledge, and integrate standards-based best practices in the teaching of second languages (Mishra & Koehler, 2006). Data sources included interviews, open-ended questions, course documents, and audio-visual products. Upon triangulation of these data, the following themes emerged as effective strategies in designing professional development programs: hands-on experience; convergence of technology, pedagogy, and content; discussion and reflection on pedagogy; and technology implementation into the classroom. These themes and strategies can aid in designing future effective professional development programs for language teachers, teacher educators, and school districts. (Contains 1 figure, 2 tables and 1 note.) (As Provided).
Anmerkungen	Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: info@calico.org: Web site: http://calico.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10