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Besides my desire to combine the two areas of studies, my research on computermediated communication (Compton, 2002, 2004) also helped me see the potential of using technology to support language learning at a distance. As I conducted my responsibilities as a research assistant for a three-year federally funded project, "Teacher Education Goes Into Virtual Schooling" (TEGIVS) at Iowa State University to prepare pre-service teachers for VS, I discovered that little had been done particularly in regard to field experiences to help teacher educators prepare pre-service teachers for VS. This gap was mirrored in the literature on preparation for online language teachers, with only one published framework. These discoveries motivated me to focus my research on effective practices for the preparation of general teachers and language teachers for online or virtual teaching. Dissertation Organization This dissertation is organized into five chapters, with the first and fifth chapters constituting the introduction and conclusion for the entire dissertation. The first chapter, General Introduction briefly outlines the main purpose of the dissertation and describes the organization of the dissertation chapters. The fifth chapter, Synthesis and Recommendations synthesizes the dissertation's main argument. It summarizes the findings from chapters two through four, presents recommendations for both general teacher education and language teacher education programs, and identifies potential limitations of transferability between CIT and CALL. Chapters two through four consist of three independent but related publishable articles: a) Preparing language teachers to teach language online: a look at skills, roles, and responsibilities, b) Identification of pre-service teachers' common preconceptions, misconceptions, and concerns of virtual schooling, and a proposed conceptual-based framework, and c) The impact of and the key elements for a successful virtual early field experience: Lessons learned from a case study. Preparing language teachers to teach language online: a look at skills, roles, and responsibilities This article represents the literature review portion in a traditional dissertation. It combines relevant research and literature from CALL and distance education in general. Roblyer, M. D. (2003). Virtual high schools in the United States: Current views, future visions. In J. Bradley (Ed.), The open classroom: Distance learning in and out of schools (pp. 159-170). London: Kogan Page.
Besides my desire to combine the two areas of studies, my research on computermediated communication (Compton, 2002, 2004) also helped me see the potential of using technology to support language learning at a distance. As I conducted my responsibilities as a research assistant for a three-year federally funded project, "Teacher Education Goes Into Virtual Schooling" (TEGIVS) at Iowa State University to prepare pre-service teachers for VS, I discovered that little had been done particularly in regard to field experiences to help teacher educators prepare pre-service teachers for VS. This gap was mirrored in the literature on preparation for online language teachers, with only one published framework. These discoveries motivated me to focus my research on effective practices for the preparation of general teachers and language teachers for online or virtual teaching. Dissertation Organization This dissertation is organized into five chapters, with the first and fifth chapters constituting the introduction and conclusion for the entire dissertation. The first chapter, General Introduction briefly outlines the main purpose of the dissertation and describes the organization of the dissertation chapters. The fifth chapter, Synthesis and Recommendations synthesizes the dissertation's main argument. It summarizes the findings from chapters two through four, presents recommendations for both general teacher education and language teacher education programs, and identifies potential limitations of transferability between CIT and CALL. Chapters two through four consist of three independent but related publishable articles: a) Preparing language teachers to teach language online: a look at skills, roles, and responsibilities, b) Identification of pre-service teachers' common preconceptions, misconceptions, and concerns of virtual schooling, and a proposed conceptual-based framework, and c) The impact of and the key elements for a successful virtual early field experience: Lessons learned from a case study. Preparing language teachers to teach language online: a look at skills, roles, and responsibilities This article represents the literature review portion in a traditional dissertation. It combines relevant research and literature from CALL and distance education in general. Roblyer, M. D. (2003). Virtual high schools in the United States: Current views, future visions. In J. Bradley (Ed.), The open classroom: Distance learning in and out of schools (pp. 159-170). London: Kogan Page.
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