Investigating foreign language graduate student instructors' perceptions and use of technology in the classroom
| dc.contributor.author | Thoms, Joshua J. | |
| dc.date.accessioned | 2020-12-14T23:16:55Z | |
| dc.date.available | 2020-12-14T23:16:55Z | |
| dc.date.issued | 2011-01-01 | |
| dc.description.abstract | This study investigates how graduate student instructors (GSIs) in several universities 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, blogs, social 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. Suggestions are offered regarding how CALL training can be improved for GSIs to better prepare them for their future careers in academia. | |
| dc.identifier.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 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69703 | |
| dc.publisher | Heinle Cengage Learning | |
| dc.title | Investigating foreign language graduate student instructors' perceptions and use of technology in the classroom | |
| dc.type | Article | |
| dc.type.dcmi | Text | |
| prism.endingpage | 211 | |
| prism.startingpage | 192 | |
| prism.volume | 2011 |
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