Internet Technologies and Language Teacher Education

2009 ◽  
pp. 432-450 ◽  
Author(s):  
Darren Elliott
Keyword(s):  
Teacher Education ◽  
Web 2.0 ◽  
Teacher Development ◽  
Social Constructivism ◽  
Critical Reflection ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Language Teacher Education ◽  
Interactive Technologies ◽  
Computer Mediated

This chapter looks at the ways in which teacher training and teacher development are taking place online. It seeks to address the ways in which teachers learn to teach and considers how “Web 2.0” applications and other collaborative, interactive technologies may transform teacher education. In an overview of teacher development theories, including social constructivism and critical reflection, the chapter attempts to situate current practices in relation to research in teacher learning. The second part of the chapter focuses on blended and distance learning, Computer Mediated Communication, and the applicability of Web 2.0 applications to teacher development. It is hoped that the chapter will provide a useful summary for teacher trainers and classroom practitioners who are hoping to use technology for developmental purposes. At the same time, it may assist those who are working with technology but are less familiar with the context of how teachers learn.

Strategies for Blended Approaches in Teacher Education

2011 ◽  
pp. 39-61 ◽  
Author(s):  
Ruth Geer
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Warning Signs ◽  
First Year ◽  
Mediated Communication ◽  
Study Approach ◽  
Computer Mediated ◽  
First Year Teacher

This chapter describes an investigation of strategies for fostering higher order cognition in a blended learning environment. The exploration, which utilised a qualitative case study approach, highlights the critical nature of effective instructional design. The study extends the educator’s understanding of the complexities of online and blended learning environments through an analysis of the discourse of computer-mediated communication in a first year teacher education course. The investigation resulted in the development of a pedagogical framework which outlines the relationship between pedagogies, technologies and their related learning outcomes. Critical indicators, which are potentially important as strategies and early warning signs of “students at risk”, become evident in the analysis. This research had led to notions of imprinting and cognitive tracks which can be used to inform strategies for teaching and learning using a blended approach.

Meeting Them Halfway

2014 ◽  
pp. 1427-1440
Author(s):  
Jenna Ryan
Keyword(s):  
College Students ◽  
Web 2.0 ◽  
Social Networking ◽  
Virtual Worlds ◽  
Computer Mediated Communication ◽  
Future Trends ◽  
Mediated Communication ◽  
Current Generation ◽  
Universities And Colleges ◽  
Computer Mediated

Computer mediated communication (CMC), especially via Web 2.0 technologies like social networking and casting software, has become an essential part of the lives of the current generation of college students. This chapter will explore the possibilities for the use of these technologies by universities and colleges to connect with their students and to enhance instruction. Topics covered will include Facebook, Twitter, virtual worlds, casting software, and future trends.

Online Language Teacher Education: Practices and Possibilities

RELC Journal ◽  
2017 ◽  
Vol 49 (3) ◽  
pp. 369-380 ◽  
Author(s):  
Dong-shin Shin ◽  
Hyun-Sook Kang
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Future Research Agenda ◽  
Critical Issues

Along with the expansion of computer technologies in education, an increasing number of academic degrees and professional development credentials in second-language (L2) education are offered online. Despite the rapid growth in the number of online language teacher education (OLTE) programmes, there is still a dearth of research about OLTE and its implementation and efficacy. We thus aim to critically review emerging patterns surrounding OLTE programmes and to contribute to promoting the efficacy of these programmes. This review is based on a synthesis of the existing literature on OLTE and of supplementary studies of other related areas, such as computer-assisted language learning and computer-mediated communication. We discuss the purposes, learning experiences, and evaluations of OLTE programmes with the aim of developing L2 teachers through collaborative, reflective, and experiential learning. This discussion illuminates critical issues and possibilities that emerge at the programmatic and pedagogical levels of OLTE. We further identify the challenges unique to OLTE programmes as a future research agenda.

Filling in the gaps: Linking theory and practice through telecollaboration in teacher education

ReCALL ◽  
2013 ◽  
Vol 25 (1) ◽  
pp. 4-29 ◽  
Author(s):  
Melinda Dooly ◽  
Randall Sadler
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Student Teachers ◽  
Teacher Development ◽  
Second Life ◽  
Computer Mediated Communication ◽  
Integrated Approach ◽  
Theory And Practice ◽  
Mediated Communication ◽  
Linking Theory And Practice

AbstractThis article discusses a two-year telecollaborative project in teacher education that took an integrated approach to teaching about and through technological resources in order to introduce student-teachers to innovative methods for communicative-based language learning through computer-mediated communication (CMC). Via ‘technological immersion’, student-teachers in two groups in Spain and the US were required to work together online to give peer feedback and evaluation of several activities, including teaching sequences. They also co-created podcasts, along with accompanying educational activities. Some of the tools used were Moodle, Skype, emails, wikis, Second Life and podcasting. The article analyzes and discusses multimodal data collected during the collaboration. Results indicate that the online collaboration enhanced teacher development through opportunities unavailable in more traditional teacher education classrooms and enabled student-teachers to better make connections between theory and practice.

scholarly journals A CRÔNICA BRASILEIRA E A INTERNET: O ONTEM E O HOJE

Trama ◽  
2020 ◽  
Vol 16 (38) ◽  
Author(s):  
Luis Eduardo Veloso GARCIA
Keyword(s):  
Social Network ◽  
Web 2.0 ◽  
Rio De Janeiro ◽  
Computer Mediated Communication ◽  
Social Network Sites ◽  
Sao Paulo ◽  
São Paulo ◽  
Mediated Communication ◽  
Computer Mediated ◽  
De Se

O artigo em questão procurará apresentar um quadro amplo sobre a crônica brasileira contemporânea através de sua recepção dentro da Internet nas três últimas décadas, que compreendem o período de popularização e confirmação dessa tecnologia comunicacional, tanto em seu “ontem” (os primórdios da web e o desenvolvimento de novas percepções entre os anos de 1990 e 2010) quanto o seu “hoje” (o olhar para o tempo presente e as possíveis alterações no decorrer dessas décadas). Inicialmente, será abordado o modo como ocorreu a transposição deste gênero legitimamente fundado no jornal para as plataformas digitais, observando o que chamamos de “ontem” da Internet. Entre os destaques, veremos a concepção da crônica nos jornais e revistas em suas versões onlines, as correntes de e-mails, os populares blogs (e a força das “blônicas”) e as redes sociais. Na sequência, intencionamos apresentar como ocorre a recepção do gênero no tempo presente, apontando as alterações que o “hoje” carrega dos primórdios da crônica dentro da Internet, principalmente na passagem da tecnologia de Web 1.0 para Web 2.0. Nosso trabalho, portanto, analisa o quanto um gênero tão popular em nossa literatura como é a crônica pode ter a capacidade de se adaptar da passagem dos suportes impressos para os suportes digitais, continuando a ser extremamente relevante dentro da sociedade brasileira nos dias atuais. ReferênciasARRIGUCCI Jr., D. 1987. Fragmentos sobre a crônica. In: ________. Enigma e Comentário. São Paulo: Companhia das Letras, 1987, p. 51-66.ARRUDA, Felipe. 20 Anos de Internet no Brasil: aonde chegamos? Portal Tecmundo. Disponível em: http://www.tecmundo.com.br/internet/8949-20-anos-de-internet-nobrasil-aonde-chegamos-.htm. Acesso em: 10 nov. 2019.BOTTER, Nelson. Apresentação. In: ________ (Org.). Blônicas. São Paulo: Jaboticaba, 2005.BOYD, Danah; ELLISON, Nicole. Social network sites: definitions, history, and scholarship. Journal of Computer-Mediated Communication, 13 (1), 11, 2007.BRUNNER, Diogo. Autoficção: quais os limites do eu. Disponível em: http://lounge.obviousmag.org/ao_sul_de_lugar_nenhum/2013/10/autoficcao-quais-os-limites-do-eu.html. Acesso em: 10 nov. 2019.CALDAS, Aulete. Dicionário Contemporâneo da Língua Portuguesa: Dicionário Caldas Aulete, versão online. Disponível em: http://www.aulete.com.br/ acesso em: 10 nov. 2019.CANDIDO, Antonio. A vida ao rés-do-chão. In: Candido, Antonio (et al). A crônica: o gênero, sua fixação e suas transformações no Brasil. Campinas: Ed. Unicamp; Rio de Janeiro: Fundação Casa de Rui Barbosa, 1992. p. 13-22.COSTA, Caio Tulio. Rumos do Jornalismo. Pesquisa Fapesp, nº 220, junho de 2014, p. 82-85.DUVIVIER, Gregorio. Caviar é uma Ova. São Paulo: Companhia das Letras, 2016.HOUAISS, Instituto Antonio. Dicionário Eletrônico Houaiss da Língua Portuguesa: Versão 3.0. São Paulo: Objetiva, 2009.INSTITUTO VERIFICADOR DE COMUNICAÇÃO (IVC). Dados da Pesquisa. Disponível em: https://www.ivcbrasil.org.br/#/home . Acesso em: 10 nov. 2019.PEREIRA, Luis Fernando da Rocha. O adiantado do minuto: a Internet e os novos rumos do Jornalismo. Disponível em: http://www.bocc.ubi.pt/pag/pereira-luis-novos-rumos-do-jornalismo.pdf Acesso em: 10 nov. 2019.PRATA, Antonio. A Internet fez a crônica reviver... Folha de São Paulo, São Paulo, online, 9 set. 2014.RIBEIRO, José Carlos; AYRES, Marcel. Breves comentários sobre a Análise de Conversações em sites. PORTO, Cristiane; SANTOS, Edméa (Orgs.). Facebook e educação: publicar, curtir, compartilhar. Campina Grande: Eduepb, 2014.SANTOS, Joaquim Ferreira dos. Introdução. In: ________ (Org.). As cem melhores Crônicas Brasileiras. Rio de Janeiro: Objetiva, 2007.SCHITTINE, Denise. Blog: Comunicação e escrita íntima na Internet. Rio de Janeiro: Civilização Brasileira, 2004.SCHOLLHAMMER, K.E. Ficção Brasileira Contemporânea. Rio de Janeiro: Civilização Brasileira, 2010.Recebido em 10-01-2020 | Aceito em 04-05-2020

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