Description
Technology has become an integral part of our everyday lives. As today’s teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but “how?”
The Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching is a critical scholarly publication that examines the relationship between language education and technology and the ability to improve language education through technological advances. Featuring coverage on a wide range of topics, such as computer-assisted language learning, flipped instruction, and teacher education, this publication is geared toward researchers, practitioners, and education professionals seeking relevant research on the improvement of language education through the use of technology.
Author's/Editor's Biography
Bin Zou (Ed.)
Bin Zou received his PhD in TESOL and computer technology from the University of Bristol (UK) and MA degree from the University of York (UK). He is a senior tutor/associate professor and a team leader at the English Language Centre, Xi'an Jiaotong-Liverpool University (China) and currently teaches EAP and EF courses. Dr. Zou’s research interests include Applied Linguistics, ELT, EAP, CALL, Corpus, and ICT. He has given presentations at international conferences including AILA, EUROCALL, IALLT, BAAL, IATEFL, etc., published papers in international journals, such as
Computer-Assisted Language Learning, the
International Journal of Computer-Assisted Language Learning and Teaching, the
International Journal of Emerging Technologies in Learning, and edited books, including
Monitoring and Assessment in Online Collaborative Environments: Emergent Computational Technologies for E-learning Support (IGI Global, USA). He is the editor of two books:
Computer-Assisted Foreign Language Teaching and Learning: Technological Advances and
Explorations of Language Teaching and Learning with Computational Assistance both to be published by IGI Global in 2013. Also, he has been involved in reviewing papers for the journal of
Computer-Assisted Language Learning, the journal of
Mixed Methods Research, and IGI Global books.
Michael Thomas (Ed.)
Dr. Michael Thomas is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University in the UK and Principal Fellow of the Higher Education Academy. He holds PhDs from Newcastle University and Lancaster University respectively and has taught and conducted research at universities in Germany, Japan, England and Wales over a twenty-five year period. He is author or editor of over 30 books and peer-reviewed special editions on computer-assisted language learning, digital natives, project-based pedagogy, online education and pedagogical theory. He is founding editor of four book series, including
Digital Education and Learning, Advances in Digital Language Learning and Teaching and Global Policy and Critical Futures in Education.