Using <i>Second Life</i> as a Virtual Collaborative Tool for Preservice Teachers Seeking English for Speakers of other Languages Endorsement

Kim, Deoksoon; Blankenship, Rebecca J.

doi:10.2190/ec.48.1.b

Cited by 23 publications

(19 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Via voice or typing, teachers can work toward lesson objectives. Knutzen and Kennedy (2012) and Kim and Blankenship (2013) used "Second Life" to affect teacher practice for second language learners. These environments have the potential to support all components of a fully immersive simulator in an online environment.…”

Section: Online Learning As a Simulated Environmentmentioning

confidence: 99%

The Potential of Simulated Environments in Teacher Education

Dieker

Rodríguez

Lignugaris

et al. 2013

Teacher Education and Special Education: The Journal of the Tea

233

165

View full text Add to dashboard Cite

The future of virtual environments is evident in many fields but is just emerging in the field of teacher education. In this article, the authors provide a summary of the evolution of simulation in the field of teacher education and three factors that need to be considered as these environments further develop. The authors provide a specific example of the work at two universities that use a specific virtual environment, TLE TeachLivE™, in teacher education. This environment is already being used in teacher preparation at 32 universities to collaboratively find ways to enhance teacher practice while using a standardized tool often found in medicine, business and military training, and virtual simulation.

show abstract

Section: Online Learning As a Simulated Environmentmentioning

confidence: 99%

The Potential of Simulated Environments in Teacher Education

Dieker

Rodríguez

Lignugaris

et al. 2013

Teacher Education and Special Education: The Journal of the Tea

233

165

View full text Add to dashboard Cite

show abstract

“…Technology brings learners together for web-enabled interactions, provides innovative learning platforms, and offers many new ways to encounter other cultures and languages. I have done substantial research on the affordances of social media and other technologies for language learning (Fisher & Kim, 2013; Kim, 2011; Kim & Blankenship, 2013; Kim & Jang, 2014; Kim & King, 2011; Kim et al, 2018; Wang & Kim, 2014), as have many others (e.g., Belz & Thorne, 2006; Levy, 2007). We now have significant evidence that new media technologies allow learners not only to process but also to practice culturally appropriate speech and interaction autonomously and at an accelerated rate (Sercu, 2004).…”

Section: Introductionmentioning

confidence: 99%

Learning Language, Learning Culture: Teaching Language to the Whole Student

Kim

2020

ECNU Review of Education

Self Cite

101

View full text Add to dashboard Cite

Purpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of teaching language as if it were just a collection of grammar and vocabulary, we need to think about language as extending into many aspects of life and engaging whole people. Design/Approach/Methods: This article builds an original conceptualization of language learning and teaching that imagines language learning as a tool for developing whole people. It brings together research on learning culture through language, together with cultural-historical activity theory (CHAT), to develop a vision for language learning and human development. Findings: When we teach language, we should be helping people participate in ways of life. This goes beyond knowledge of subject matter, and it goes beyond any simple type of well-being. Language learning can immerse students in others’ worlds, and it can foster empathy and understanding across social and political divides. But it can do so only if we base our research and pedagogy on an adequate account of language and culture. Originality/Value: In our rapidly changing, increasingly interconnected contemporary world, we need a more dynamic conception of culture than has typically been used to design language teaching and learning. This article draws on CHAT, especially the ideas of dialogue and critique, to develop an account of language pedagogy that can engage the whole student.

show abstract

“…Consequently, many studies have investigated and discussed the learning effects of online educational games outside the classrooms or after school (Chen & Yang, 2012; Psotka, 2013; Shih, Shih, Shih, Su, & Chuang, 2010; Tsai, Yu, & Hsiao, 2012). The other studies focus on how to construct an Internet-based multiplayer online games environment as their virtual classroom to assisted learning and interacting (Burgess & Ice, 2011; Kim & Blankenship, 2013; Mayrath, Traphagan, Jarmon, Trivedi, & Resta, 2010). However, related fewer works are focused on applying the game into the formal face-to-face classroom setting with wireless handheld devices, which might change the classroom climate to be more interactive and pleasurable which can be a critical issue worthy of our attention.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Game-Embedded Handheld Devices to Enhance English Learning

Hung

Young

2015

Journal of Educational Computing Research

View full text Add to dashboard Cite

This study proposed and implemented a system combining the advantages of both educational games and wireless handheld technology to promote the interactive English learning in the classroom setting. An interactive English vocabulary acquisition board game was designed with the system being implemented on handheld devices. Thirty sixth-grade elementary students in Northern Taiwan were assigned to the experimental group and the control group and played the game with or without handheld devices. Both quantitative and qualitative data were collected from surveys, interviews, and observations. The results revealed that game-embedded handheld devices could increase the interdependence of the group and lead the learners into better immersion and interactions. We further proposed the cross-device-mediated interaction in the game-embedded face-to-face mobile computer-supported collaborative learning model that could be considered as one of the new literacies in the participatory culture. Six essential elements to develop a successful interactive gameembedded environment were identified from the interplay among the face-to-face environment, handheld devices, and educational game.

show abstract

Using Second Life as a Virtual Collaborative Tool for Preservice Teachers Seeking English for Speakers of other Languages Endorsement

Cited by 23 publications

References 30 publications

The Potential of Simulated Environments in Teacher Education

The Potential of Simulated Environments in Teacher Education

Learning Language, Learning Culture: Teaching Language to the Whole Student

An Investigation of Game-Embedded Handheld Devices to Enhance English Learning

Contact Info

Product

Resources

About