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Promoting Language Teachers' Reflection on Technology Integration in a Video-Enhanced Online Environment
PROCEEDING

, Indiana University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examines a group of language teachers’ technology integration reflections as they are engaged in a reflective inquiry model substantially supported by the video case approaches. The inductive approach to content analysis were used to examine participants’ video case discussions, self-made video cases and interview transcripts for better understanding on what reflections are generated when video cases are introduced. Findings indicates that, as language teachers engaged in video case discussions, their reflections on technology integration were also highly contextualized and situated within students’ technology using behaviors. Also, since video cases provide concrete and rich contextual information, participants were able to reflect on the interactional and linguistic aspect of pedagogical considerations.

Citation

Ding, A.C. (2018). Promoting Language Teachers' Reflection on Technology Integration in a Video-Enhanced Online Environment. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1225-1230). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

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