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

Using technology to develop a collab...

Webber, Dana E.

FindBook

Google Book

Amazon

博客來

Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation./
作者:	Webber, Dana E.
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576501
ISBN:	9781303565458

Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation.
Webber, Dana E.

Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation. - 235 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2013.

This item must not be sold to any third party vendors.

Using technology to develop a collaborative-reflective teaching practice in a world language education methods course block for teaching certification creates unique opportunities for world language education undergraduates to learn to develop synthecultural competence for education. Such a program allows undergraduates to expand their capacity to improve their own communicative ability in the languaculture being learned, to increase their computer skills, and to make and implement curricular and on-the-spot decisions about interactions that afford optimal learning opportunities for students. Thus, a more productive fusion in the classroom occur.

ISBN: 9781303565458Subjects--Topical Terms:

783747
Education, Teacher Training.

Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation.
LDR:04753nmm a2200361 4500 001 2056077
005 20150429102524.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303565458
035 $a (MiAaPQ)AAI3576501
035 $a AAI3576501
040 $a MiAaPQ $c MiAaPQ
100 1 $a Webber, Dana E. $3 3169808
245 1 0 $a Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation.
300 $a 235 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Advisers: Roy Clariana; Jamie Myers.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Using technology to develop a collaborative-reflective teaching practice in a world language education methods course block for teaching certification creates unique opportunities for world language education undergraduates to learn to develop synthecultural competence for education. Such a program allows undergraduates to expand their capacity to improve their own communicative ability in the languaculture being learned, to increase their computer skills, and to make and implement curricular and on-the-spot decisions about interactions that afford optimal learning opportunities for students. Thus, a more productive fusion in the classroom occur.
520 $a The instructional model researched here was offered through a major university, in Northeastern United States, to all prospective language teachers in a 2009-2011 cohort. The curriculum included a two-year program of Methods courses for which assignments were submitted online. Principal tools utilized by the undergraduates were MacBook (wireless, laptop) computers that had Internet capability and video software allowing for annotating frames. Cohort members collaborated together and with instructors to design, teach, and reflect upon lessons for students in grades kindergarten through twelfth. Many reflections were based upon the undergraduates' viewing and annotating audio-video footage of themselves after teaching their lessons that had been digitally recorded. Additionally, some participants enrolled in an optional course, which required them to blog with one another during study abroad from their respective countries about certain topics in order to connect their cultural-linguistic and pedagogical knowledge to practical application in furthering their own and others' education.
520 $a Participants' electronically submitted assignments from the four semesters were downloaded from online then reviewed several times by the principal researcher. To determine the results of this instructional model, the following major question was addressed: What evidence is there that ubiquitous access to the tools previously listed facilitates participants' capacity to develop competence for language learning and teaching? Specifically, the study sought to determine: A.) What can this type of technology use contribute to world language teacher development? B.) Do specific uses of these tools have transformative potential for world language education? C.) How is the use of technology in education perceived by these undergraduates?
520 $a The hypothesis was that ubiquitous access to these tools would facilitate participants' interaction with one another and with their instructors; this, in turn, would extend participants' capacity to develop cultural-linguistic, pedagogical, and technological competences as beginning language teachers. Analysis of the aforementioned and additional data (initial survey, focus-group interviews, and exit survey) provide evidence that this kind of experience affords an environment in which prospective language teachers' development occurs largely on their own terms. Participants articulate the meaning of competence and express the desire to increase theirs; through reflection, they pinpoint areas for improvement and envision ways to accomplish that. As their successes in those areas increase, so does their confidence. This appears to further motivate them to take risks, continuing to push their developmental limits; in turn, they are able to offer to their students some exceptional opportunities for learning as well.
590 $a School code: 0176.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Pedagogy. $3 1669025
690 $a 0530
690 $a 0444
690 $a 0710
690 $a 0456
710 2 $a The Pennsylvania State University. $b Instructional Systems. $3 3169809
773 0 $t Dissertation Abstracts International $g 75-03A(E).
790 $a 0176
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576501