Pre‐Service Foreign Language Teachers' Perspectives on Learning With Technology
Bibliographic Data
| ID | 8937543 |
|---|---|
| Authors | Veronica G Sardegna (0000-0002-8984-1046, The University of Texas at Austin, corresponding author), Vera A Dugartsyrenova (0000-0002-7476-7461, Lomosonov Moscow State University) |
| Year | 2014 |
| Volume | 47 |
| Issue | 1 |
| Pages | 147-167 |
| Publication date | 2014-01-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12078 |
| OpenAlex | W1786188172 |
| Language | EN |
| Citations received | 2 |
| References cited | 20 |
This study explores pre‐service foreign language teachers' (N = 25) beliefs about the value and usefulness of employing technology‐enhanced activities (discussion forums, blogs, wikis, e‐portfolios, videotape recordings) in a methods course, and their perceptions of how these activities supported their learning. Likert‐scale items from an anonymous questionnaire indicated that participants found those activities beneficial for bridging theory and practice, enhancing critical thinking, and promoting professional growth. A qualitative analysis of participants' reflections revealed that, despite technology‐related challenges and preferences for other coursework activities, participants believed that the technology‐based activities provided increased opportunities for varied and richer interactions, peer feedback, and reflection; helped develop their learner autonomy and sense of belonging to a community of learners; modeled effective technology uses; and fostered a deeper appreciation of technology‐enriched practices
Autonomy · Coursework · Educational technology · Foreign language · Likert scale · Mathematics education · Pedagogy · Perception · Technology integration · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Reflective Practices in Education
Building Sense of Community at a Distance
The role of reflection on preservice teachers’ development in the context of a professional development school
Renaming experience/reconstructing practice
What do teachers think and feel when analyzing videos of themselves and other teachers teaching
Scaffolding Collaborative Exchanges Between Expert and Novice Language Teachers in Threaded Discussions
How Foreign Language Teachers Get Taught
Developing Collaborative Cyber Communities to Prepare Tomorrow's Teachers
A General Inductive Approach for Analyzing Qualitative Evaluation Data
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,18 |
| Citation span | 2015 - 2021 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |