Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology. New competencies in a new era? Examining the impact of a teacher training project. Crossref Citations This article has been cited by the following publications.
This list is generated based on data provided by CrossRef. Zhang, Yining and Deroo, Matthew 2017. Preparing Foreign Language Teachers for Next-Generation Education. A multivariate analysis of secondary students’ experience of web-based language acquisition. Crossref Citations This article has been cited by the following publications.
This list is generated based on data provided by CrossRef. Izquierdo, Jesús de-la-Cruz-Villegas, Verónica Aquino-Zúñiga, Silvia-Patricia Sandoval-Caraveo, María-del-Carmen and García-Martínez, Verónica 2017. Teachers’ Use of ICTs in Public Language Education: Evidence from Second Language Secondary-school Classrooms. Website analysis in an EFL context: content comprehension, perceptions on web usability and awareness of reading strategies. Teacher beliefs and technology integration practices: A critical relationship. A Purdue University, 3144 Beering Hall of Liberal Arts and Education, 100 N.
University St., West Lafayette, IN 47907-2098, USAb Indiana University, Wright Education Building, 201 North Rose Avenue, Bloomington, IN 47405, USAc Middle East Technical University, Faculty of Education, Department of Computers Education and Instructional Technologies, 06800 Cankaya, Ankara, Turkey Received 15 December 2011, Revised 4 February 2012, Accepted 6 February 2012, Available online 13 February 2012 Choose an option to locate/access this article: Check if you have access through your login credentials or your institution. Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development.
Abstract This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development.
Months after transitioning from mentoring to teacher-led communities of practice, teachers continued to report positive perceptions of several barriers and were observed engaging in desirable instructional practices. An Error Occurred Setting Your User Cookie. Materials development for language learning and teaching. Crossref Citations This article has been cited by the following publications.
This list is generated based on data provided by CrossRef. Hermessi, Tarek 2017. Evaluation in Foreign Language Education in the Middle East and North Africa. Authentic materials and authenticity in foreign language learning. Crossref Citations This article has been cited by the following publications.
This list is generated based on data provided by CrossRef. Carter, Ronald and McCarthy, Michael 2017. Spoken Grammar: Where Are We and Where Are We Going?. Applied Linguistics, Vol. 38, Issue. 1, p. 1. A systematic literature review of design-based research from 2004 to 2013. Design-based research (DBR) has emerged as a new research methodology from the beginning of this century.
Being situated in a real context, DBR focuses on examining a particular intervention by continuous iteration of design, enactment, analysis, and redesign (Brown 1992; Cobb et al. 2003; Collins 1992). The intervention can be an instructional approach, or a type of assessment, or a learning activity, or a technological intervention, namely testing the effectiveness of the particular learning environment or tool (Anderson and Shattuck 2012).
With the aim of designing learning environments and developing theories, the DBR explicates how designs work in the real settings and how to better understand the teaching and learning issues involved (The Design-Based Research Collective 2003). As an emerging paradigm, DBR highlights how the design principles evolved by multiple iterations as well as what kinds of intervention can lead to improved outcomes. Structuring a thesis. This section describes the main elements of a written thesis at the bachelor’s and master’s levels.
Although the specific structure described here is most relevant for empirical theses, much of the advice is also relevant for theoretical work. Please note that the formal requirements vary between different disciplines, and make sure to confer the guidelines that apply in your field. For the contents in the various sections you may also confer Organising your writing.
Inside Search. Understanding Digital Literacies: Chapter 1 - Mediated Me Image credit: checoo (CC BY license) Summary and Main Points This chapter introduces some of the main concepts that will be used in the book, including mediation and digital literacies.
It explains how technologies have the capacity to change what we can do, what we can communicate, how we can relate to other people, what we can think and who we can be. Learning to Teach Using ICT in the Secondary School : A Companion to School...: EBSCOhost. Enhancing Professional Practice: A Framework for Teaching, 2nd edition - Charlotte Danielson. Juuti lavonen nordina dbr.
AJET 25 5 714 a. What’s on the Internet for Flipping English Language Instruction? * * * On the Internet * * * Ilka Kostka Northeastern University Boston, MA, USA <i.kostka neu.edu>
Web-based Vocabulary Learning with Quizlet. August 2015 – Volume 19, Number 2 Introduction Using flashcards is a time-honored, effective, and efficient vocabulary learning strategy (Nation, 2001). The advent of information and communication technology (ICT) over the past few decades has enabled EFL learners to maximize vocabulary learning through the use of web-based flashcard programs.
The benefits of web-based flashcard programs may even outweigh those of paper-based ones. For instance, not only can web-based flashcard programs help increase students’ vocabulary size, they can also track students’ learning progress over time, promote motivation by strategically introducing new words, present vocabulary using multimedia, and allow learners to study at any time in any location with an internet connection (Allum, 2004; Altiner, 2011; Hulstijn, 2001; McLean, Hogg, & Rush, 2013; Nakata, 2011).