Divergent Teacher Viewpoints of Technology Integration in the Language Classroom

View Sample PDF

Author(s): Andy D. Halvorsen (University of Oregon, USA)
Copyright: 2017
Pages: 22
Source title: Preparing Foreign Language Teachers for Next-Generation Education
Source Author(s)/Editor(s): Chin-Hsi Lin (Michigan State University, USA), Dongbo Zhang (Michigan State University, USA)and Binbin Zheng (Michigan State University, USA)
DOI: 10.4018/978-1-5225-0483-2.ch008

Keywords: Education / Information Science Reference / Teacher Education

Purchase

View Divergent Teacher Viewpoints of Technology Integration in the Language Classroom on the publisher's website for pricing and purchasing information.

Abstract

This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.

The IRMA Community

Research IRM

Divergent Teacher Viewpoints of Technology Integration in the Language Classroom

Purchase

Abstract

Related Content

IRMA Sponsors