Teacher Learning and Technology-Enhanced Teacher Education

Benitt, Nora; Schmidt, Torben; Legutke, Michael

doi:10.1007/978-3-319-58542-0_58-1

Cited by 3 publications

(2 citation statements)

References 33 publications

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“…Despite its complexity and multifaceted nature, technology has been studied to a great extent in the literature and found to offer a great number of affordances in language classrooms in various contexts such as inclass contexts (Byrd & Lansing, 2016;Ebrahimzadeh & Alavi, 2017;Eppard, Nasser, & Reddy, 2016;Reynolds & Kao, 2019;Samur, 2019;Uzun, 2017;Yang, Quadir, & Chen, 2016), outside-class contexts (Ibrahim, 2019;Lai, 2015;Lai, Yeung, & Hu, 2016;Scholz, 2017), both in-and outside-class context (Basal, 2015b;Evseeva & Solozhenko, 2015;Girmen & Kaya, 2019;Hung, 2018;Kurt, 2017;Lee, 2019;Tan, 2018), education of the underprivileged (Dey & Bandyopadhyay, 2019;Sirin, Plass, Homer, Vatanartiran, & Tsai, 2018;Westin, Männikkö Barbutiu, Perera, & Anuradha, 2016), education of the disabled (Abdallah & Fayyoumi, 2016;Ok & Rao, 2017;Saad, Dandashi, Aljaam, & Saleh, 2015;Singh & Kaur, 2016), teacher education (Benitt, Schmidt, & Legutke, 2018;Howard & Scott, 2017;Kessler & Hubbard, 2017). Although the affordances that technology offers are numerous and undeniable, it is not integrated into today's classrooms as much as desired.…”

Section: Introductionmentioning

confidence: 99%

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

Erdin

Uzun

2022

Journal of Educational Technology and Online Learning

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Lots of innovations have been introduced into our lives with the 21st century. They offer great affordances and are benefited in every sphere of life. On the other hand, these innovations change our habits, including our teaching/learning habits. Therefore, actors in educational environments, especially teachers, have to keep pace with such changes, which requires being competent in the use of technological devices. Starting from this point of view, this study attempts to find out how Turkish teachers of English are doing in this process, and if such variables as their sex, age, what level they teach, whether they teach at a private or state institution, how long they have been teaching, and the duration of time they spend in technological environments affect their perceived technology proficiency. Survey research method was used, and data was collected via the Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA C-21) (Christensen & Knezek, 2017) from 273 participants. The results indicate that the participants' gender, age, years of teaching experience and what level they teach do not affect their perceived technology proficiency while how much time they spend in technological environments and whether they teach at a public or private school do.

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Section: Introductionmentioning

confidence: 99%

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

Erdin

Uzun

2022

Journal of Educational Technology and Online Learning

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“…With the increasing integration of technology in foreign language teaching, research has begun to explore the use of digital tools and online platforms for elicitation purposes. Investigations have focused on the effectiveness of virtual tasks, interactive multimedia, and online communication tools in eliciting language production and promoting learner engagement [5].…”

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confidence: 99%

The Peculiarities of Elicitation Techniques’ Usage in Developing Foreign Language Skills

Shvets

2023

Вісник ЖДУ імені Івана Франка. Педагогічні науки

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The article highlights the importance of elicitation in modern foreign language teaching. The author states that eliciting various language skills, such as vocabulary development, grammar structures, speaking, listening, writing, and cultural understanding, plays a vital role in providing students with meaningful opportunities to produce language. The problem is to create a dynamic and interactive learning environment through elicitation, which fosters active participation, fluency, and the practical application of language skills within authentic contexts. In the context of language teaching, elicitation can be used interchangeably with eliciting. In this article elicitation is defined as a number of techniques used in teaching to gather (or elicit) knowledge from the students as well as to get them to actively produce speech or writing. These techniques are useful when you want to encourage and prompt students to produce language, express their ideas, or provide responses. It involves the teacher’s deliberate efforts to draw out or elicit language from students rather than directly providing the answer or information themselves. The author emphasizes that by eliciting students’ responses and actively involving them in the learning process, teachers facilitate a learner-centred approach that empowers students to gain confidence and proficiency as language users. It was noted that taking into account the integration of technology in foreign language teaching, current works have begun to explore the use of digital tools and online platforms for elicitation purposes. That is why, the article also mentions the effectiveness of virtual tasks, and online communication tools in eliciting language production and promoting learner engagement. The findings of this article underscore the significance of incorporating elicitation techniques in language teaching. Ultimately, elicitation serves as a powerful range of techniques in language classrooms, enabling students to develop essential foreign language skills and succeed in authentic communication situations.

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Project-Based Teacher Technology Learning a Case Study of ChatGPT Application

JG, GU

2024

International Journal of Innovative Science and Research Techno

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This study investigates the effectiveness of project-based learning (PBL) in enhancing teacher technology proficiency, using ChatGPT as a case study. The research involved engaging teachers in technology- driven projects, supported by ChatGPT, to evaluate improvements in their digital tool usage and instructional methods. Findings reveal that teachers significantly improved their technology integration skills, exhibited higher confidence, and provided positive feedback on the hands-on, collaborative learning process. Specific applications of ChatGPT, such as personalized tutoring and content creation, were highly valued. The study highlights the potential of PBL and AI tools like ChatGPT in advancing professional development for educators. Recommendations for educational policy and future research are also discussed.

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Teacher Learning and Technology-Enhanced Teacher Education

Cited by 3 publications

References 33 publications

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

The Peculiarities of Elicitation Techniques’ Usage in Developing Foreign Language Skills

Project-Based Teacher Technology Learning a Case Study of ChatGPT Application

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