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Preparing Foreign Language Teachers for Next-Generation Education

Book Description

The growth of Information and Communication Technology (ICT) has changed the dynamics of education, as self-directed learning, especially on mobile devices, is as accessible as ever. Despite the near infinite amount of information available for students outside of school, the classroom remains the most critical aspect of student’s growth. Teachers now play crucial roles in engaging ICT’s full potential to create an environment of meaningful learning to develop students’ critical thinking skills. Preparing Foreign Language Teachers for Next-Generation Education concerns itself with the integration and study of new technologies in foreign-language education. Featuring theoretical and empirical chapters related to the confluence of teacher-education, teacher cognition, and innovative technologies, it provides engaging insight into foreign-language teachers’ perceptions and the influence of those perceptions. This publication is quintessential to foreign-language teachers, administrators, policy makers, students of education, programmers, and developers.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Preface
    1. TECHNOLOGY, TEACHING, TEACHER EDUCATION, AND TEACHER LEARNING
    2. ORGANIZATION OF THE BOOK
    3. REFERENCES
  6. Section 1: The Status Quo and Standards of Technology
    1. Chapter 1: Technology Instruction in Language Teacher Education Programs
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. METHODOLOGY
      6. RESULTS
      7. DISCUSSION
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    2. Chapter 2: EFL Teachers' Knowledge of Technology in China
      1. ABSTRACT
      2. INTRODUCTION
      3. CHINA’S EDUCATION TECHNOLOGY AND EFL TEACHING CONTEXT
      4. EFL TEACHERS’ TECHNOLOGY KNOWLEDGE
      5. TEACHERS’ KNOWLEDGE OF TECHNOLOGY IN PROFESSIONAL DEVELOPMENTS
      6. CHALLENGES ON EFL TEACHERS’ APPLICATION OF TECHNOLOGY INTO CLASSROOM
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 3: Technology Standards for Chinese Language Teacher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
  7. Section 2: Language Teachers' Perceptions and Uses of Technology
    1. Chapter 4: Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. METHOD
      5. RESULTS
      6. DISCUSSION
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    2. Chapter 5: Identifying the Contributors to Improve Mobile-Based TPACK Competency of Elementary School Teachers in China
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. RESEARCH HYPOTHESES
      5. TPACK
      6. RESULTS
      7. DISCUSSION
      8. CONCLUSION, IMPLICATIONS, AND LIMITATIONS
      9. ACKNOWLEDGMENT
      10. REFERENCES
    3. Chapter 6: Teaching Foreign Languages in the Twenty-First Century
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE EXAMPLE OF A HYBRID SPANISH COURSE
      5. LESSONS LEARNED: RECOMMENDATIONS FOR PREPARING FOREIGN LANGUAGE EDUCATORS
      6. CONCLUDING REMARKS
      7. REFERENCES
    4. Chapter 7: Implementing a Flipped Classroom in Teaching Second Language Pronunciation
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODOLOGY
      5. FINDINGS
      6. FUTURE DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    5. Chapter 8: Divergent Teacher Viewpoints of Technology Integration in the Language Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL PERSPECTIVES
      4. THE PRESENT STUDY
      5. CONTEXT
      6. METHODS
      7. DATA COLLECTION
      8. DATA ANALYSIS
      9. PARTICIPANTS
      10. RESULTS
      11. DISCUSSION AND IMPLICATIONS
      12. CONCLUSION
      13. REFERENCES
      14. KEY TERMS AND DEFINITIONS
      15. APPENDIX 1
      16. APPENDIX 2
  8. Section 3: Technology in Language Teacher Preparation and Learning
    1. Chapter 9: Learning to Teach for Next-Generation Education
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. RESEARCH QUESTIONS
      5. RESEARCH METHODOLOGY
      6. DESIGN AND CONTENT OF THE CALL-BASED ELT COURSE
      7. DESIGN AND CONTENT OF THE ELECTIVE MODULE ON ONLINE TUTORING
      8. RESULTS
      9. DISCUSSION
      10. CONCLUSION
      11. ACKNOWLEDGMENT
      12. REFERENCES
      13. KEY TERMS AND DEFINITIONS
      14. ENDNOTE
      15. APPENDIX 1
      16. APPENDIX 2
    2. Chapter 10: Mentoring Preservice EFL Teachers for Technology Integration
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE MENTORING MODEL OF TECHNOLOGY INTEGRATION
      5. METHODOLOGY
      6. FINDINGS
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. ACKNOWLEDGMENT
      11. REFERENCES
      12. KEY TERMS AND DEFINITIONS
      13. APPENDIX 1: INDIVIDUAL TEACHING PRACTICE EVALUATION CHECKLIST
      14. APPENDIX 2: GROUP COLLABORATION EVALUATION RUBRICS
      15. APPENDIX 3 SAMPLE (FOCUS GROUP) INTERVIEW QUESTIONS
      16. APPENDIX 4: REFLECTION GUIDING QUESTIONS
    3. Chapter 11: A TL-TPACK Model on CSL Pre-Service Teachers' Competencies of Online Instruction
      1. ABSTRACT
      2. INTRODUCTION
      3. TECHNOLOGY AND CHINESE TEACHER EDUCATION
      4. TPACK IN LANGUAGE TEACHER EDUCATION
      5. TL-TPACK MODEL
      6. RESEARCH METHODOLOGY
      7. RESULTS
      8. CONCLUSION
      9. FUTURE RESEARCH SUGGESTIONS
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
      12. APPENDIX 1: SURVEY FOR PRE-SERVICE TEACHERS
      13. APPENDIX 2: TPACK REFLECTION GUIDELINES FOR PRE-SERVICE TEACHERS
      14. APPENDIX 3 INTERVIEW QUESTIONS FOR CHINESE LEARNERS (ENGLISH VERSION)
    4. Chapter 12: The Technology Segment of a Methods Course
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. LITERATURE REVIEW
      5. METHODOLOGY
      6. IMPACT
      7. TEACHING REALITIES
      8. LOOKING TO THE FUTURE
      9. TRAINING FUTURE TEACHERS
      10. DISCUSSION
      11. FUTURE RESEARCH DIRECTIONS
      12. CONCLUSION
      13. REFERENCES
      14. ADDITIONAL READING
      15. KEY TERMS AND DEFINITIONS
    5. Chapter 13: Mentoring Teacher Assistants to Use Online Tools
      1. ABSTRACT
      2. INTRODUCTION
      3. CONNECTING TRAINEES AND STUDENTS WITH TECHNOLOGY
      4. CONTEXT
      5. METHOD
      6. ANALYSIS
      7. CHALLENGES
      8. SOLUTIONS AND RECOMMENDATIONS
      9. FUTURE DIRECTIONS IN TEACHER TRAINING
      10. CONCLUSION
      11. REFERENCES
      12. KEY TERMS AND DEFINITIONS
      13. APPENDIX
    6. Chapter 14: Social Media and Foreign Language Teacher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. SOCIAL MEDIA INTEGRATION: THE CASE OF HONG’S STARTALK PROGRAM
      4. CONCLUSION AND FUTURE RESEARCH DIRECTION
      5. REFERENCES
      6. KEY TERMS AND DEFINITIONS
  9. Compilation of References
  10. About the Contributors