東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Technology Integration in Higher Edu...

Dullien, Starley.

FindBook

Google Book

Amazon

博客來

Technology Integration in Higher Education Blended Language Learning: A Multicase Study of Teaching English to Speakers of Other Languages Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technology Integration in Higher Education Blended Language Learning: A Multicase Study of Teaching English to Speakers of Other Languages Practices./
作者:	Dullien, Starley.
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10113703
ISBN:	9781339767796

Technology Integration in Higher Education Blended Language Learning: A Multicase Study of Teaching English to Speakers of Other Languages Practices.
Dullien, Starley.

Technology Integration in Higher Education Blended Language Learning: A Multicase Study of Teaching English to Speakers of Other Languages Practices. - 178 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

Practitioners of Teaching English to Speakers of Other Languages (TESOL) who integrate technologies in a higher education blended language-learning (BLL) environment face the challenge of developing and implementing effective ways of enhancing the second language-acquisition (SLA) and learning process. This qualitative multicase explored insights elicited from TESOL practitioners who contributed experiences related to effective technology integration practices in a higher education BLL environment. The problem addressed was the arbitrary use of technology without purposeful constructivist-based technology integration practices. The purpose of the study was to provide clarification about how to align technology integration with a constructivist theoretical framework. BLL practitioners in higher education intensive English programs (IEPs) contributed their experiences and best practices as they relate to effective technology integration. The findings serve to enhance the working knowledge of TESOL practitioners in the effective constructivist-based integration of technologies within the BLL environment and add to the body of knowledge in the field of TESOL. The qualitative data was obtained through person-to-person interviews with TESOL practitioners, document (lesson plan) analysis, and classroom observations. The data was analyzed using NVivo software and qualitative analysis (QA) processes. The results of the study indicated that technology integration in a higher education BLL environment is evident at the entry, adoption, and adaptation levels. The implication is a need for BLL professional development, technology integration skill development, and a methodology that aligns with Constructivist Learning Theory (CLT).

ISBN: 9781339767796Subjects--Topical Terms:

517670
Educational technology.

Technology Integration in Higher Education Blended Language Learning: A Multicase Study of Teaching English to Speakers of Other Languages Practices.
LDR:02716nmm a2200289 4500 001 2072066
005 20160723161818.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339767796
035 $a (MiAaPQ)AAI10113703
035 $a AAI10113703
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dullien, Starley. $3 3187263
245 1 0 $a Technology Integration in Higher Education Blended Language Learning: A Multicase Study of Teaching English to Speakers of Other Languages Practices.
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: Robert George.
502 $a Thesis (Ed.D.)--Northcentral University, 2016.
520 $a Practitioners of Teaching English to Speakers of Other Languages (TESOL) who integrate technologies in a higher education blended language-learning (BLL) environment face the challenge of developing and implementing effective ways of enhancing the second language-acquisition (SLA) and learning process. This qualitative multicase explored insights elicited from TESOL practitioners who contributed experiences related to effective technology integration practices in a higher education BLL environment. The problem addressed was the arbitrary use of technology without purposeful constructivist-based technology integration practices. The purpose of the study was to provide clarification about how to align technology integration with a constructivist theoretical framework. BLL practitioners in higher education intensive English programs (IEPs) contributed their experiences and best practices as they relate to effective technology integration. The findings serve to enhance the working knowledge of TESOL practitioners in the effective constructivist-based integration of technologies within the BLL environment and add to the body of knowledge in the field of TESOL. The qualitative data was obtained through person-to-person interviews with TESOL practitioners, document (lesson plan) analysis, and classroom observations. The data was analyzed using NVivo software and qualitative analysis (QA) processes. The results of the study indicated that technology integration in a higher education BLL environment is evident at the entry, adoption, and adaptation levels. The implication is a need for BLL professional development, technology integration skill development, and a methodology that aligns with Constructivist Learning Theory (CLT).
590 $a School code: 1443.
650 4 $a Educational technology. $3 517670
650 4 $a Higher education. $3 641065
650 4 $a English as a second language. $3 516208
690 $a 0710
690 $a 0745
690 $a 0441
710 2 $a Northcentral University. $b Education. $3 2049771
773 0 $t Dissertation Abstracts International $g 77-11A(E).
790 $a 1443
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10113703