Digital teaching and learning: perspectives for English language education.

Sonst. Personen	Lütge, Christiane (Hrsg.); Merse, Thorsten (Hrsg.)
Titel	Digital teaching and learning: perspectives for English language education.
Quelle	Tübingen: Narr Francke Attempto (2021), 298 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Narr Studienbücher
Beigaben	Illustrationen; Literaturangaben S. 271-293
Zusatzinformation	Inhaltsverzeichnis Verlagshomepage
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-8233-8244-7; 9783823302094; 9783823382447; 9783823392446
Schlagwörter	Kompetenz; Gender; Identität; Digitale Medien; Medieneinsatz; Medienkompetenz; Englischunterricht; Identität; Lehrer; Professionalisierung; Praxisbezug; Digitalisierung; Fachdidaktik; Kompetenz; Virtuelle Realität; Lehr-Lern-Forschung; Medienkompetenz; Lehrer; Lehr-Lern-Forschung; Soziale Software; Fachdidaktik; Englischunterricht; Digitalisierung; Virtuelle Realität; Professionalisierung; Soziale Software; Kulturelle Bildung; Praxisbezug; Gender; Tool
Abstract	The ongoing digitalization of social environments and personal lifeworlds has made it crucial to pinpoint the possibilities of digital teaching and learning also in the context of English language education. Here, the call is not just to cope with technological challenges posed through the advent of new digital media, but more so, to reconsider and design processes of language as well as cultural and literary learning in light of digital advancements and potentials. The book offers university students, trainee teachers, in-service teachers and teacher educators an in-depth exploration of the intricate relationship between English language education and digital teaching and learning. Located at the intersection of research, theory and teaching practice, it thoroughly legitimizes the use of digital media in English language education ranging from primary to upper secondary school contexts. The oftentimes dauntingly vast array of digital media is sorted and transferred into concrete scenarios for their competence-oriented and task-based classroom use that productively round off this book. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3