Language Teachers' Reflections on Technology Integration through Online Text-Based and Video-Based Tasks

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Ding, Ai-Chu
Titel	Language Teachers' Reflections on Technology Integration through Online Text-Based and Video-Based Tasks
Quelle	(2018), (276 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-6387-8
Schlagwörter	Hochschulschrift; Dissertation; Language Teachers; Teacher Attitudes; Educational Technology; Technology Integration; Second Language Learning; Second Language Instruction; Teaching Methods; Computer Assisted Instruction; Video Technology; Inquiry; Content Analysis; Reflection; Methods Courses; Verbal Communication; Nonverbal Communication; Instructional Design; Feedback (Response); Classroom Techniques + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Language teacher; Sprachunterricht; Lehrerverhalten; Unterrichtsmedien; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Inhaltsanalyse; Methodisch-didaktische Anleitung; Non-verbal communication; Nonverbale Kommunikation; Lesson concept; Lessonplan; Unterrichtsentwurf; Klassenführung
Abstract	Teacher reflection has been considered as a critical component in teacher professional learning. However, there has been limited research looking at teachers' reflection in technology professional learning settings. Research on the use of video case approaches for supporting language teachers' technology integration professional learning is even fewer in number. The purpose of this case study was to investigate a group of in-service language teachers' reflections as they engaged in an online reflective inquiry process heavily supported by two video case approaches: video case study and video self-reflection. Using a single-case study design and an inductive content analysis method for data analysis, this study explored the features of teacher reflections and what aspects of pedagogy were foregrounded through such reflective process. Findings of the study suggest that teachers' reflections seemed to entail evaluation and stance taking. Within this online technology-supported language methods course, participants' reflections seemed to become a space for CALL knowledge co-construction as well as a space for praxis. When video cases were introduced, participants' reflections further seemed to become contextualized and they also attended to both verbal and non-verbal actions for making evaluations on instructional practices. Viewing one's own teaching video case also seemed to allow participants to gain self-awareness about their teaching practices. Furthermore, through engaging in the online reflective inquiry process, participants of this study discussed various aspects of pedagogical considerations that were content-specific and highly relevant to technology integration. They were categorized into five domains: (1) purposes and goals, (2) instructional design for language learning, (3) assessment and feedback, (4) classroom management, and (5) technology in language classrooms. Findings of this study contribute to the body of knowledge on teacher reflection by unpacking the features of reflections generated within the multimodal and dialectical context, noting the potential influence of contexts and reflective task design on the way teachers reflect. Results of this study have several implications for teacher education program directors and teacher educators, especially for second language teacher education and technology professional learning. Based on the results of this research, I suggest both the pedagogical and programmatic implications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01