Cross-Border Collaboration in History among Nordic Students: A Case Study about Creating Innovative ICT Didactic Models

Spante, Maria; Karlsen, Asgjerd Vea; Nortvig, Anne-Mette; Christiansen, René B.

doi:10.22492/ije.2.2.02

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…Communication and collaboration can be promoted through the use of technology such as videoconferencing (Fetterman, 1996) and other Web 2.0 tools (Greenhow, Robelia, & Hughes, 2009). Technology can also facilitate the formation of international partnerships amongst students (Spante et al, 2014) via a virtual exchange. In virtual exchange, a practice that pairs students in other contexts via technology, students can interact using the target language, and it can be used as an effective method for improving students' linguistic development (Ware & O'Dowd, 2008).…”

Section: Virtual Exchangementioning

confidence: 99%

Teacher Candidate Reflection and Development Through Virtual Exchange

Lenkaitis¹,

Hilliker²,

Roumeliotis³

2020

ije

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This study examines the effects of a virtual exchange on twelve teacher candidates of a Teaching English to Speakers of Other Languages program. The teacher candidates participated in a 4-week virtual exchange with English as a Foreign Language learners from a university in Mexico. Throughout the exchange, the teacher candidates participated in conversational exchanges and subsequently analyzed and reflected on the errors produced by the English as a Foreign Language students and also the corrective feedback strategies they used during the sessions. The goal of the analysis and reflection activities was to help the teacher candidates develop their ability to identify such errors and apply appropriate corrective feedback strategies. The results indicated the teacher candidates' ability to identify errors increased throughout the exchange, suggesting changes to their development and perception of corrective feedback. These results add to the growing body of research about the value of using virtual exchanges in teacher preparation programs, a tool that may be particularly relevant during the current coronavirus global crisis.

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Section: Virtual Exchangementioning

confidence: 99%

Teacher Candidate Reflection and Development Through Virtual Exchange

Lenkaitis¹,

Hilliker²,

Roumeliotis³

2020

ije

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Section: Literature Review Virtual Exchangementioning

confidence: 99%

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2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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Factors influencing the intention of children to use video-sharing tools in elementary integrated curriculum

Chiao

Chiu

2023

Univ Access Inf Soc

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Cross-Border Collaboration in History among Nordic Students: A Case Study about Creating Innovative ICT Didactic Models

Cited by 4 publications

References 7 publications

Teacher Candidate Reflection and Development Through Virtual Exchange

Teacher Candidate Reflection and Development Through Virtual Exchange

Untitled

Factors influencing the intention of children to use video-sharing tools in elementary integrated curriculum

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