The Audacity to Teach with Technology – A Case of Integrating Technology in Pre-service Language Teacher Education/Odvažnost poučavanja tehnologijom – Integracija tehnologije u obrazovanje budućih učitelja stranoga jezika u primarnome obrazovanju

Abstract

Integrating technology in ELT as a means to enhance language teaching presupposes that teachers have acquired necessary technology skills. In pre-service teacher education often the acquisition of technology skills takes place independent of other content making it rather difficult for students to perceive how technology can be applied in other areas, or how they can experience the benefits of its integration. Consequently, for in-service teachers, the integration of technology in their work depends on their knowledge of technology, knowledge of how to integrate it in language teaching, their confidence, motivation, enthusiasm, and opportunity to do so given the pressure of reaching learning outcomes within a limited time. The paper presents an action research focusing on the integration of technology in pre-service language teacher education. The driving force of action research is the need to improve teaching in three areas: (1) enrichment of course syllabus with technology; (2) student acquisition of technology skills; (3) the possibility of collaborative interdisciplinary team teaching at university level. In addition to reaching the intended aims in each segment of the intervention, the outcome of this action research is the widening of the project to include others affected by the practice, i.e. students themselves, their peers, and consequently their future students and their colleagues.

Pre-Service EFL Teachers’ Knowledge and Practices of TPACK at Edu-Tech Classrooms: Preparation for Real-Teaching Practices

“…Thirdly, much study has been undertaken to explore the development of TPACK through the implementation of Professional Development (PD) programs aimed at supporting teachers in enhancing their TPACK competencies gradually. Two empirical investigations examined the pivotal role of teachers inside teacher education programs [29], [30], while twelve studies developed TPACK models for effective teaching practice [31], [32], [33], [34], [35], [36], [37], [38], [39], [40], [41], [42]. Among all research about TPACK development models, Kharade and Peese [34] focus on investigating PSETs who learned to solve authentic problems by observing the modeling demonstrated by teacher educators.…”

Teaching English and German Language in Primary School during the COVID-19 Pandemic – Implications for Foreign Language Teaching Methodology / Osnovnoškolska nastava engleskoga i njemačkoga jezika za vrijeme pandemije virusa COVID-19 - implikacije za metodiku stranih jezika

“…npr. Baran i sur., 2019;Sing Chai i sur., 2011;Cindrić i Gregurić, 2019;Yangin Ersanli, 2016) koji, između ostaloga, pokazuju da ciljani razvoj TPACK-a studenta kroz posebno dizajnirane kolegije ili radionice i poučavanje u timu u sklopu metodičkih kolegija poboljšava njihovu sposobnost didaktički smislene uporabe digitalne tehnologije u nastavi.…”

“…Therefore, in addition to the conclusions that these teachers' competences should be developed more intensively in their initial education (Claro et al, 2018), authors largely conclude that for a more frequent inclusion of digital technologies into the teaching practice, the development of teaching-didactic competence for using ICT in teaching must be encouraged (Hatlevik & Hatlevik, 2018;Røkenes & Krumsvik, 2016). In support to this view, the results of research directed towards examining the effect of initial teacher education on the teachers' TPACK (Baran et al, 2019;Sing Chai et al, 2011;Cindrić & Gregurić, 2019;Yangin Ersanli, 2016) show, among other, that the targeted development of the students' TPACK through specially designed courses or workshops and team teaching in the teaching methodology courses improves their ability to use meaningful and didactically appropriate digital technologies.…”

Employment of Audacity Application for Vocabulary Lessons

“…The purpose of learning media is right where a teacher knows educators to deliver learning materials.besides that the purpose of learning media is easy because learning media concerns audio media, visual, silent visuals, silent audio visuals, and so on (Cindrić & Gregurić, 2019). the purpose of learning media is a process of tranf er science to students making it easier for students to understand principles and skills by using media that is in accordance with what we are need and choose the learning media provided to students in the form of an easy learning experience.…”