2018
INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: ANALYSIS OF TEACHING METHODS FOR TPACK IN PRACTICE
PANERU, Dev RajZákladní údaje
Originální název
INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: ANALYSIS OF TEACHING METHODS FOR TPACK IN PRACTICE
Autoři
Vydání
Edulearn International Conference, 2018
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50301 Education, general; including training, pedagogy, didactics [and education systems]
Stát vydavatele
Španělsko
Utajení
není předmětem státního či obchodního tajemství
Organizační jednotka
Filozofická fakulta
Klíčová slova anglicky
technology, EFL, teacher competence, transformative learning, teaching practices
Příznaky
Recenzováno
Změněno: 21. 1. 2019 10:57, doc. Mgr. Martin Sedláček, Ph.D.
Anotace
V originále
This qualitative study was carried out in five different elementary schools in the Czech Republic. It aimed to investigate how English as Foreign Lan-guage teachers developed teaching competence and practised information communication technology integration in classroom teaching. To this end, this study employed the idea of a Technology Pedagogy and Content Knowledge –TPACK -in-Action Model. It advocates a ‘learning by do-ing’ approach on (social) construction to better understand how teachers develop technological and/or computer-assisted language learning com-petency for teaching and practice in an English as a Foreign Language environment. Under this model, this study conducted qualitative analysis and found two different approaches in practice, which were categorised as Formal Practice and Functional Practice. The former involved a conserva-tive mechanical practice of technology use in language teaching whereas the latter involved it in terms of (social) construction. According to analy-ses based on conservative practices, teachers expressed that mechanical TPACK in association with technology in classes limited the transmission of mechanical knowledge from English texts. In Functional Practice, how-ever, teachers drawing upon alternative learning interactions expressed positive transformation results from TPACK, associated with the use of technologies integrated into class instructions as a collaborative tool for learning models. In these latter integrated practices, teachers’ perceptions, practices, and reflections in combining technologies in an English as a Foreign Language environment, as new literacy skills, identified an in-crease in the learner’s creative potential
Návaznosti
| MUNI/A/1028/2017, interní kód MU |
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| 676452, interní kód MU |
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