Book contents
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Chapter 23 - Technology and Second Language Teacher Education
Published online by Cambridge University Press: 14 February 2023
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Summary
INTRODUCTION
In this chapter I first discuss the issue of what technology education should cover, before looking at different options for how it can be implemented, with particular reference to the content of language teacher education. Finally I look at issues around how technology is changing teaching practice.
SCOPE AND DEFINITIONS
Technology – used here in its restricted meaning of the (mainly modern) tools used in language education (Foucault’s “technologies of production,” 1988) – plays an ever-growing role in all aspects of our lives and increasingly impacts what happens in the language classroom. The opportunities that technology offers for access to information, for communication, and for greater learner control over the learning process (to name a few), are exciting. In practice, however, the potential comes with serious challenges. Examples abound of unsuccessful and often costly attempts at using computers in education (cf. Hubbard 2003). This book is testament to the fact that one of the key factors in any type of innovation, whether related to technology or not, is the extent to which teachers are comfortable with it and see clear benefits to changes for everyday classroom use. Especially in the area of technology, innovation in teaching contexts can be a slow process, and one that requires a substantial time investment on the part of everyone involved (cf. Stevens et al. 1986). Education in this area is somewhat different from that in other areas as it involves both a pedagogic as well as a practical component in the sense that teachers need to have the technical skills to use the technology before they can discover how to implement it. In addition, technologies have the potential to be disruptive to classroom practice (cf. Godwin-Jones 2005). The teacher educator is thus in the delicate position of explicitly linking the benefits of the innovation to classroom practice.
OVERVIEW
TECHNOLOGY IN TEACHER EDUCATION: WHAT DO WE TEACH?
The field of computer-assisted language learning has been in existence for several decades now. (See Levy 1997 for a good historical overview until that point.) The discussion around the place of technology in teacher education is a more recent one, however.
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- Information
- Cambridge Guide to Second Language Teacher Education , pp. 230 - 238Publisher: Cambridge University PressPrint publication year: 2009
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