Speaking Like a ‘Glocal’: Using Computer-Mediated Communication in Language Teacher Education to Promote Network Learning

2013 ◽  
pp. 269-287
Keyword(s):  
Teacher Education ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Network Learning ◽  
Computer Mediated

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.

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.

Cross-Classroom Collaboration in Global Learning Circles

1994 ◽  
Vol 42 (1_suppl) ◽  
pp. 219-242 ◽  
Author(s):  
Margaret Riel
Keyword(s):  
Computer Mediated Communication ◽  
Specific Model ◽  
Educational Resource ◽  
Global Learning ◽  
Mediated Communication ◽  
Network Learning ◽  
Computer Mediated ◽  
The World ◽  
Teachers And Students

Computer-mediated-communication makes it possible for teachers and students to work cooperatively with their peers around the world. This process helps students realize the diversity of world views and the role of language in organizing experience. It provides for teachers an extensive educational resource. This chapter describes one form of network learning—cross-classroom collaboration and a specific model for accomplishing this activity—Learning Circles.

scholarly journals Learning through Sharing: Open Resources, Open Practices, Open Communication: Teacher Education and Computer-Mediated Communication SIGs joint event

2012 ◽  
Vol 20 (2) ◽  
pp. 103
Author(s):  
Ana Beaven
Keyword(s):  
Teacher Education ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Open Communication ◽  
The Third ◽  
Computer Mediated ◽  
Joint Event ◽  
The University

<p>For the third consecutive year (after Lyon and Barcelona), the Teacher Education and CMC SIGs organised a joint annual Seminar, which took place at the University of Bologna on 29 and 30 March. The theme chosen for this year's event was Openness as a way of learning through sharing.</p>

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