INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: ANALYSIS OF TEACHING METHODS FOR TPACK IN PRACTICE

PANERU, Dev Raj. INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: ANALYSIS OF TEACHING METHODS FOR TPACK IN PRACTICE. In Edulearn International Conference. 2018.

Základní údaje

• Originální název: INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: ANALYSIS OF TEACHING METHODS FOR TPACK IN PRACTICE
• Autoři: PANERU, Dev Raj.
• Vydání: Edulearn International Conference, 2018.

Další údaje

• Originální 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

Anotace

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: Název: Od formálního vzdělávání k informálnímu učení: výzkum procesů učení

Investor: Masarykova univerzita, Od formálního vzdělávání k informálnímu učení: výzkum procesů učení, DO R. 2020_Kategorie A - Specifický výzkum - Studentské výzkumné projekty

• 676452, interní kód MU: Název: European Joint Doctorate in Teacher Education (Akronym: EDiTE-EJD)

Investor: Evropská unie, European Joint Doctorate in Teacher Education, MSCA Marie Skłodowska-Curie Actions (Excellent Science)