Self-Evaluation Using iPads in EFL Teaching Practice [Konferenzbericht] Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016).

Autor/inn/en	Allen, Christopher; Hadjistassou, Stella K.; Richardson, David
Titel	Self-Evaluation Using iPads in EFL Teaching Practice [Konferenzbericht] Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016).
Quelle	(2016), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Evaluation (Individuals); Handheld Devices; Telecommunications; English (Second Language); Second Language Instruction; Technology Uses in Education; Educational Technology; Elementary School Teachers; Preservice Teachers; Teaching Methods; Integrated Learning Systems; Foreign Countries; Feedback (Response); Reflection; Video Technology; Questionnaires; Student Attitudes; Tanzania; Kenya; Sweden + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Fragebogen; Schülerverhalten; Tansania; Kenia; Schweden
Abstract	The relentlessly accelerating global educational demands for teaching English as a Second or Foreign Language (ESL/EFL) in multiple, diverse, and often remote geographic locations constitute new challenges for academic institutions, teacher training and preparation programs, and teachers themselves. This study describes a novel approach where five elementary school preservice teachers teaching ESL/EFL borrowed an iPad mini from their teacher training institution customized with specific apps to record a series of five teaching sequences during their teaching practice placement in elementary schools in Tanzania and Kenya. All recorded sessions were uploaded to a Moodle Virtual Learning Environment (VLE) site specially constructed for the purpose of the teaching practice course. Results indicate that, apart from their experienced instructors' feedback on their teaching practice, the recorded sessions formed constructive tools for self-reflection, self-evaluation and the pursuit of possible paths for improvement. [For the complete volume of short papers, see ED572005.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01