Professional Development for Teachers of Chinese: The Interplay of Content Knowledge, Pedagogy, and Technology
PROCEEDINGS
Carolina Bustamante, Aleidine Moeller, University of Nebraska-Lincoln, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In June 2010, the Department of Teaching, Learning, and Teacher Education at the University of Nebraska-Lincoln held a 10-day professional development program for teachers of Chinese, providing participants a strong foundation in foreign language pedagogy and the use of Web 2.0 tools to enhance foreign language learning. These teachers learned through firsthand experience in the role of learners as they worked through activities and strategies that represented best practices in language teaching. The participants were asked to read a Chinese novel prior to the program, which served as a context for the technology applications that they learned and applied in creating their content-based products. Examples indicate a hands-on approach that allowed the participants to experience the technology through the student perspective. Evaluations of the program reflected an increase in participants’ proficiency and interest in the integration of technology into teaching and a shifting to more student-centered practices.
Citation
Bustamante, C. & Moeller, A. (2011). Professional Development for Teachers of Chinese: The Interplay of Content Knowledge, Pedagogy, and Technology. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2940-2945). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/36761/.
Keywords
References
View References & Citations Map- Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet& Higher Education, 11(2), 71-80.
- Anderson, T. (2006) Teaching a distance education course using educational social software. Retrieved from http://terrya.edublogs.org/2006/01/02/teaching-a-distance-education-course-using-educational-socialsoftware/
- Becker, H. (1999). Internet use by teachers: Conditions of professional use and teacher-directed student use. Irvine, CA: Center for Research on Information Technology and Organizations.
- Berger, P. (2010). Student Inquiry and Web 2.0. School Library Monthly, 26(5), 14-17.
- Brabec, K., Fisher, K., & Pilter, H. (2004). Building better instruction: How technology supports nine researchdriven instructional strategies. Learning and Leading with Technology, 31(5), 6-11.
- Brand, G. (1997). What research says: Training teachers for using technology. Journal of Staff Development, 19(1), 10–13.
- Brandl, K. (2008). Communicative language teaching in action: Putting principles to work. Upper Saddle River, NJ: Pearson Education, Inc.
- Brophy, J. (2004). Motivating students to learn. Mahwah, NJ: Lawrence Erlbaum Associates.
- Chen, R. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers& Education, 55(1), 32-42.
- Curwood, J. (2010). Beyond Google. Instructor, 119(5), 49-53.
- Desimone, L.M., Porter, A.C., Garet, M.S., Yoon, K.S., & Birman, B.F. (2002). Effects of professional development on teacher’s instruction: Results from a three year longitudinal study. Educational Evaluation and Policy Analysis, 24 (2), 81-112.
- Doughty, C.J. & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology, 7(3), 50-80.
- Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284.
- Fredericks, J., BlumenFeld, P., & Paris, A. (2004). School engagement. Review of Educational Research, 74(1), 59109.
- Hanna, B., & De Nooy, J. (2003). A funny thing happened on the way to the forum: electronic discussion and foreign language learning. Language Learning and Technology, 7(1), 71-85.
- Hart, H.M., Allensworth, E., Lauen, D.L., & Gladden, R.M. (2002). Educational Technology: Availability and Use in Chicago's Public Schools. Chicago, IL: Consortium on Chicago School Research.
- Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research& Development, 55(3), 223-252.
- Hua, Y. (1993). To live. New York: Anchor Books.-2944 DASHDASH
- ISTE International Society for Technology in Education. (2008). National Educational Technology Standards (NETS) for Teachers. Retrieved on 04/28/2010 from http://knowledgeloom.org/practices3.jsp?location=1 & Bpinterid=1050 & Spotlightid=1050
- Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer Technology Integration and Student Learning: Barriers and Promise. Journal of Science Education& Technology, 17(6), 560-565.
- Kern, R. (2006). Perspectives on Technology in Learning and Teaching Languages. Tesol Quarterly, 40 (1).
- Krentler, K., & Willis-Flurry, L. (2005). Does Technology Enhance Actual Student Learning? The Case of Online Discussion Boards. Journal of Education for Business, 80(6), 316-321.
- Learning Point Associates. (2006). Critical issue: Using technology to improve student achievement. North Central Regional Educational Laboratory.
- Milken Exchange on Education Technology. (1999). Will new teachers be prepared to teach in a digital age? Retrieved October 28, 2010 from http://www.mff.org/publications/publications.taf?page=154
- Miners, Z. (2009). The Online Perfect Storm. District Administration, 45(3), 12.
- Mishra, P. & Koehler, M.J. (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 108, 6: 1017–1054
- Moeller, A.J. (1992). “Literature: A rich resource for teaching language and culture in context.” Central States Conference Report (pp.32-49). Lincolnwood, IL: National Textbook Company.
- Mouza, C. (2009). Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration. Teachers College Record, 111(5), 11951241.
- Ottenbreit-Leftwich, A., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers& Education, 55(3), 1321-1335.
- Schrum, L. & Levin, B. (2009) Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corvin
- Schulz, R.A. (1991). Second language acquisition theories and teaching practice: How do they fit?. The Modern Language Journal, 75(1), 17-26.
- Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 141-49.
- Sharma, Y. (2010). Flash forward. Times Educational Supplement, (4885), 20-23.
- Simon, E. (2008). Foreign Language Faculty in the Age of Web 2.0. Educause Quaterly, 3. Retrieved on 04/28/2010 from http://net.educause.edu/ir/library/pdf/EQM0831.pdf
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References