Conceptions of Personal Learning Environments among EFL Teachers at Upper Secondary Level in Sweden

Autor/in	Allen, Christopher
Titel	Conceptions of Personal Learning Environments among EFL Teachers at Upper Secondary Level in Sweden
Quelle	(2013), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Computer Simulation; Social Media; Teaching Methods; Secondary School Teachers; Management Systems; Educational Trends; Information Technology; Work Environment; Web 2.0 Technologies; Municipalities; Questionnaires; Teacher Attitudes; Cooperative Learning; Learning Activities; Semi Structured Interviews; Focus Groups; Sweden + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Computergrafik; Computersimulation; Soziale Medien; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Informationstechnologie; Arbeitsmilieu; Magistrat; Fragebogen; Lehrerverhalten; Kooperatives Lernen; Lernaktivität; Schweden
Abstract	In recent years, virtual learning environments (VLEs) or course management systems (CMSs) have become commonplace in European higher education as well as making inroads into primary and secondary schools. VLEs such as "Moodle," "Blackboard" and "It's Learning" offer educational institutions standardised packages in the form of a range of administrative, pedagogical and communicative tools. Teachers of English as a foreign language (EFL) at secondary and tertiary levels are certainly no exception to this trend, employing VLEs as learning platforms to support a variety of ICT-based learning activities and tasks. VLEs have however attracted criticism from some quarters in that they may sometimes be seen merely as virtual embodiments of the classroom with all the restrictions which the "physical" classroom has traditionally entailed. Furthermore it has been argued that VLEs have failed to embrace the full advantages of Web 2.0 technologies or acknowledge trends towards informal learning afforded by social media. The response to this criticism has been the envisioning of personal learning environments (PLEs) which utilise the plethora of free, often collaborative online resources and tools now available to teachers and learners. This paper explores the conceptualisation of PLEs among upper secondary school teachers of English in Sweden on the basis of Dabbagh and Reo's (2009) model of social collaboration and interactivity in the educational workplace. [For full proceedings, see ED565044.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01