3. Technology standards for teacher education,credentialing, and certification

Murphy-Judy, Kathryn; Youngs, Bonnie L.

doi:10.1075/lllt.14.06mur

Cited by 10 publications

(2 citation statements)

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“…In addition to improvement of these skills, integrating ICT in language classrooms has been shown to increase learners’ motivation to practice their target languages (Blake, 2009; Shang, 2007), their motivation (e.g., Shang, 2007), and their intercultural awareness (e.g., Lee, 2011). As Murphy-Judy and Youngs (2006) noted, “given the emphasis on communication and the opportunities for computer-assisted learning, technologies play an ever-increasing role in learning standards” (p. 45).…”

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confidence: 99%

Chinese Language Teachers’ Perceptions of Technology and Instructional Use of Technology: A Path Analysis

Liu

Lin

Zhang

et al. 2017

Journal of Educational Computing Research

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This study examined internal and external factors affecting pedagogical use of technology among 47 K-12 Chinese language teachers in the United States. Path analysis of the survey data was used to examine the relationships between the teachers' instructional use of technology, on the one hand, and on the other, their perceptions of three internal factors (i.e., technology's usefulness, its ease of use, and subjective norms) and one external factor (i.e., facilitating conditions). The results showed that these teachers' pedagogical use of technology could be predicted by two of the three internal factors (i.e., perceived usefulness and subjective norms) and by the external factor. Additionally, the external factor was found to have a significant influence on both perceived ease of use and subjective norms.

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Chinese Language Teachers’ Perceptions of Technology and Instructional Use of Technology: A Path Analysis

Liu

Lin

Zhang

et al. 2017

Journal of Educational Computing Research

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“…They need to decide how to weave technology into everyday classroom activities (Garrett, 1991) and make “learning more meaningful, motivating, and rooted in the personal interests of students” (Warschauer & Cook, 1999: 32). The role of technology in language learning and teacher education has been articulated and identified by technology standards in the United States first and beyond (Murphy-Judy & Youngs, 2006). Thus, a general knowledge of the use and application of technology in foreign language classrooms has been considered a must for both pre-service and in-service teachers.…”

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confidence: 99%

CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom

Liu

Chao

2017

ReCALL

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The possibility of exploiting technology for more robust and meaningful learning and teaching has invoked messianic responses from the language education community. Yet to be explored are teachers’ pedagogical choices based on the perceived technological affordances as well as interactions between teacher and student agency mediated by these affordances in the ecology of a classroom. This qualitative case study adopts an ecological approach, aiming to address rather than factor out the broader social context in a physical classroom. With data collected from 30 hours of classroom observation and 10 post-observation interviews with the participant teacher, the study makes an attempt to show how the ecological model of language learning can provide a theoretical lens through which to explore teachers’ practices of CALL that aim to encourage learner agency. The analysis centers on three focused extracts that illustrate interaction between and among the affordance of technology, the teacher participant’s pedagogical considerations, and her goal of encouraging learner agency. The result of the study emphasizes the teacher’s role from an ecological perspective and classroom learner agency mediated by technology, which provides useful insight that can contribute to language teaching practice with technology in the classroom.

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TESOL Technology Standards

Hanson‐Smith

Healey

Hubbard³

2018

The TESOL Encyclopedia of English Language Teaching

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The TESOL Technology Standards are designed to provide guidance for learners, teachers, teacher educators, and administrators who use technology as a component of English language learning and teaching. The Standards incorporate two complementary sets of standards. The Standards for Language Learners focus on what learners need to know in order to use technology productively, safely, appropriately, legally, and with a critical eye. The Standards for Language Teachers address how teachers can help learners achieve the Learner Standards, be personally productive and creative with technology, and continue to develop expertise in teaching with technology. The Teacher Standards recognize a general and an “expert” level. All teachers are expected to meet the standards at the general level. The expert level describes those who have additional skills, and who should be given the appropriate recognition for sharing those skills with others. Checklists for self‐assessment, program assessment, and online teaching are part of TESOL Technology Standards, Description, Implementation, Integration (Healey et al., 2011).

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3. Technology standards for teacher education,credentialing, and certification

Cited by 10 publications

References 0 publications

Chinese Language Teachers’ Perceptions of Technology and Instructional Use of Technology: A Path Analysis

Chinese Language Teachers’ Perceptions of Technology and Instructional Use of Technology: A Path Analysis

CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom

TESOL Technology Standards

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