How Do Stakeholder Groups' Views Vary on Technology in Language Learning?

Autor/inn/en	Trace, Jonathan; Brown, James Dean; Rodriguez, Julio
Titel	How Do Stakeholder Groups' Views Vary on Technology in Language Learning?
Quelle	In: CALICO Journal, 35 (2018) 2, S.142-161 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9017
Schlagwörter	Stakeholders; Computer Assisted Instruction; Second Language Instruction; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Technology Uses in Education; Universities; Questionnaires; Likert Scales; Statistical Analysis; Correlation; Use Studies; Videoconferencing; Computer Mediated Communication; Electronic Publishing; Student Journals; Collaborative Writing; Multimedia Materials; Social Media; Web Sites; Computer Software; Computer Oriented Programs; Role Playing; Video Games; Dictionaries; Vocabulary Development; Computer Assisted Testing; Editing + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Lehrerverhalten; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; University; Universität; Fragebogen; Likert-Skala; Statistische Analyse; Korrelation; Benutzerschulung; Computerkonferenz; Elektronisches Publizieren; Studentenzeitung; Soziale Medien; Web-Design; Computerprogramm; Rollenspiel; Video game; Videospiel; Videospiele; Dictionary; Wörterbuch; Wortschatzarbeit; Redaktion; Textbearbeitung
Abstract	This study examines how technology is perceived by different stakeholder groups in The Language Flagship programs. We administered questionnaires to three stakeholder groups: 14 directors, 34 instructors, and 100 learners at a variety of institutions with three goals: (a) to investigate what technologies the directors, instructors, and learners find useful for language instruction; (b) to explore how and to what degree the perceptions of the directors, instructors, and learners agree about technologies they use; and (c) to study how learners' views vary with regard to the value of various technologies for language learning inside and outside the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01