Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme (2017)
Type of ContentJournal Article
Abstract: Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students’ perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecturetype delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students’ proficiency in the target language and culture, and their teaching confidence, using principles for effective instructed language learning as an interpretive lens. The data provide valuable insights into features that enhanced the students’ digitally-mediated learning experiences in this blended delivery course, including the impact of when, where and how they could engage with course material.
CitationHoward J, Scott A (2017). Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme. Australian Journal of Teacher Education. 42(6). 51-68.
This citation is automatically generated and may be unreliable. Use as a guide only.
ANZSRC Fields of Research39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computing
39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and development
45 - Indigenous studies::4507 - Te ahurea, reo me te hītori o te Māori (Māori culture, language and history)::450712 - Te mātai i te reo Māori me te reo Māori (Māori linguistics and languages)
13 - Education::1302 - Curriculum and Pedagogy::130206 - Köga Reo (Māori Language Curriculum and Pedagogy)
13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators
RightsAuthors retain copyright for their paper but should seek permission from the Journal to republish the article elsewhere or in another form. The following do not require permission: 1) Storage and back-up of the article on the author's computer(s) and digital media (e.g., diskettes, back-up servers, Zip disks, etc.), provided that the article stored on these computers and media is not readily accessible by persons other than the author(s); 2) Posting of the article on the author(s) personal website, provided that the website is non-commercial; 3) Posting of the article on the internet as part of a non-commercial open access institutional repository or other non-commercial open access publication site affiliated with the author(s)'s place of employment; and 4) Posting of the article on a non-commercial course website for a course being taught by the author at the university or college employing the author.
Showing items related by title, author, creator and subject.
King, Jeanette; Brown, Christine; Boyce, Mary (University of Canterbury. Aotahi School of Māori and Indigenous StudiesUniversity of Canterbury. AVC MāoriUniversity of Canterbury. New Zealand Institute of Language, Brain & Behaviour, 2015)As present we know too little about how children are using te reo Māori in immersion classrooms. The Tuhinga Māhorahora project significantly adds to our understanding by analysing children's writing in Māori and providing ...
Skerrett, M.E. (University of Canterbury. School of Maori, Social and Cultural Studies in Education, 2012)This explores some of the influences shaping early year’s Maori language education in Aotearoa New Zealand. Drawing on Garcia’s (2009) socio-historical stages of language orientation, Maori language socio-historical ...
The Importance of Community Knowledge in Learning to Teach: Foregrounding Māori Cultural Knowledge to Support Preservice Teachers' Development of Culturally Responsive Practice Fickel LH; Abbiss J; Brown E; Astall C (Informa UK Limited, 2018)© 2018 Taylor & Francis Group, LLC. Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. ...