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Investigating foreign language graduate student instructors' perceptions and use of technology in the classroom
|Title:||Investigating foreign language graduate student instructors' perceptions and use of technology in the classroom|
|Authors:||Thoms, Joshua J.|
|Date Issued:||01 Jan 2011|
|Publisher:||Heinle Cengage Learning|
|Citation:||Thoms, J.J. (2011). Investigating foreign language graduate student instructors' perceptions and use of technology in the classroom. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 192-211. http://hdl.handle.net/102015/69703|
|Abstract:||This study investigates how graduate student instructors (GSIs) in several|
across the United States perceive and make use of technology to
teach foreign language (FL) courses. Results indicate that while the majority of
GSIs receive some kind of CALL training upon entering their programs, much
of the training focuses on technologies that are not Web 2.0 tools (e.g., wikis,
networking sites). Specifically, participants indicate that they use
PowerPoint, grammatical and lexical websites, and discussion boards most often
in teaching. Survey results also suggest that lack of planning time, limited online
exercises that accompany their textbook, and teaching in a classroom without
media were significant factors impeding their use of technology in their courses.
are offered regarding how CALL training can be improved for GSIs to
them for their future careers in academia.
|Appears in Collections:||
2011 EDUCATING THE FUTURE FOREIGN LANGUAGE PROFESSORATE FOR THE 21ST CENTURY|
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