Technology Integration into the Language Classroom: Developmental Trajectory of Beginning Teachers

2018 ◽  
Vol 13 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Yang Gong ◽  
Chun Lai
Keyword(s):  
Technology Integration ◽  
Beginning Teachers ◽  
Developmental Trajectory ◽  
Language Classroom

Beginning teacher induction program for technology integration in CLIL

2020 ◽  
Vol 3 (4) ◽  
pp. 22-33
Author(s):  
Thooptong Kwangsawad
Keyword(s):  
Technology Integration ◽  
Beginning Teachers ◽  
Teacher Induction ◽  
Qualitative Data ◽  
Beginning Teacher ◽  
Lesson Plans ◽  
Video Observation ◽  
Induction Program ◽  
Beginning Teacher Induction ◽  
Almost All

Beginning teacher induction is a transition from pre-service teacher preparation to teaching professional which brings a shift in a role orientation and an epistemological move from knowing about teaching through formal study to knowing how to teach by facing daily teaching challenges. This paper deals with the implementation and evaluation of beginning teacher induction programs for technology integration in Content and Language Integrated Learning (CLIL) for 24 beginning teachers from the northeastern region in Thailand. Both quantitative and qualitative data were collected. Quantitative data were collected from the assessment of the lesson plans and implementation of the lesson plans then analyzed using mean and standard deviation. Qualitative data were collected from three sources: (1) written logs by the participants, (2) data from video observation by the researcher, and (3) field notes by the researcher. Findings from the assessment of the lesson plans and implementation of the lesson plans were at a low level. Almost all participants reported having difficulties in technology integration in CLIL.

scholarly journals Twenty Years of Technology Integration and Foreign Language Teaching: A Phenomenological Reflective Interview Study

2017 ◽  
Author(s):  
Nilsa Becho Sullivan ◽  
Kakali Bhattacharya
Keyword(s):  
Technology Integration ◽  
Foreign Language ◽  
Negotiation Process ◽  
Interview Study ◽  
Foreign Language Teaching ◽  
Advantages And Disadvantages ◽  
Use Of Technology ◽  
Language Classroom ◽  
Language Classrooms ◽  
Thoughtful Reflection

The evolution of the use of technology in the foreign language classroom has proven to be a challenge. In this paper, we highlight a study whose purpose is to understand how one retired foreign language educator reflected on the ways in which she integrated different modes of technology in her classroom. In this interview study, the participant discussed how technology has evolved in the span of her twenty-year career as a foreign language educator and how she integrated various technologies as they evolved in her classroom. The researchers employed a modified van Kaam method as defined by Moustakas (1994) to analyze the data collected through phenomenological interviews. The results revealed a complex negotiation process, a thoughtful reflection of advantages and disadvantages of technology integration in foreign language classrooms, and the value of understanding the cyclical nature of technology integration in education.

Beginning teachers' understanding performances of technology integration

2011 ◽  
Vol 31 (2) ◽  
pp. 211-223 ◽  
Author(s):  
Ping Gao ◽  
Angela F.L. Wong ◽  
Doris Choy ◽  
Jing Wu
Keyword(s):  
Technology Integration ◽  
Beginning Teachers

scholarly journals Preparing beginning teachers for technology integration in education: ready for take-off?

2016 ◽  
Vol 26 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Jo Tondeur ◽  
Natalie Pareja Roblin ◽  
Johan van Braak ◽  
Joke Voogt ◽  
Sarah Prestridge
Keyword(s):  
Technology Integration ◽  
Beginning Teachers

scholarly journals Developing leadership potential for technology integration: Perspectives of three beginning teachers

2010 ◽  
Vol 26 (5) ◽  
Author(s):  
Ping Gao ◽  
Angela F. L. Wong ◽  
Doris Choy ◽  
Jing Wu
Keyword(s):  
Technology Integration ◽  
Beginning Teachers ◽  
Teacher Development ◽  
Student Teaching ◽  
Classroom Practice ◽  
First Year ◽  
Leadership Potential ◽  
Information And Communication ◽  
Technology Initiatives ◽  
The University

<span>This paper reports one major finding from a large two-year, mixed-methods study that investigated the process of beginning teachers' learning to teach with information and communication technology (ICT). Among the ten participants involved in the qualitative portion of the study, three stood out from the rest in their effort to use ICT in student-centred teaching approaches and translating their constructivist orientation learned from the university into classroom practice. They began to develop leadership potential to influence their university peers and their cooperating teachers during their ten-week period of student teaching (Gao, Choy, Wong &amp; Wu, 2009). During their first year of teaching, they continued to develop their leadership potential for technology integration by teaching with their 'technology savvy' strengths, leading their colleagues in school-wide technology initiatives, and supporting other beginning teachers. This study suggests that beginning teachers can learn to teach with ICT and lead in technology integration at the beginning stage of teacher development.</span>

On the Relationship Between General Auditory Sensitivity and Speech Perception: An Examination of Pitch and Lexical Tone Perception in 4- to 6-Year-Old Children

2020 ◽  
Vol 63 (2) ◽  
pp. 487-498
Author(s):  
Puisan Wong ◽  
Man Wai Cheng
Keyword(s):  
Speech Perception ◽  
Theoretical Models ◽  
Developmental Trajectory ◽  
Auditory Sensitivity ◽  
Pitch Discrimination ◽  
Lexical Tone ◽  
Perceptual Training ◽  
Lexical Tones ◽  
Tone Perception ◽  
Tone Discrimination

Purpose Theoretical models and substantial research have proposed that general auditory sensitivity is a developmental foundation for speech perception and language acquisition. Nonetheless, controversies exist about the effectiveness of general auditory training in improving speech and language skills. This research investigated the relationships among general auditory sensitivity, phonemic speech perception, and word-level speech perception via the examination of pitch and lexical tone perception in children. Method Forty-eight typically developing 4- to 6-year-old Cantonese-speaking children were tested on the discrimination of the pitch patterns of lexical tones in synthetic stimuli, discrimination of naturally produced lexical tones, and identification of lexical tone in familiar words. Results The findings revealed that accurate lexical tone discrimination and identification did not necessarily entail the accurate discrimination of nonlinguistic stimuli that followed the pitch levels and pitch shapes of lexical tones. Although pitch discrimination and tone discrimination abilities were strongly correlated, accuracy in pitch discrimination was lower than that in tone discrimination, and nonspeech pitch discrimination ability did not precede linguistic tone discrimination in the developmental trajectory. Conclusions Contradicting the theoretical models, the findings of this study suggest that general auditory sensitivity and speech perception may not be causally or hierarchically related. The finding that accuracy in pitch discrimination is lower than that in tone discrimination suggests that comparable nonlinguistic auditory perceptual ability may not be necessary for accurate speech perception and language learning. The results cast doubt on the use of nonlinguistic auditory perceptual training to improve children's speech, language, and literacy abilities.

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