Actualizing Notions of Perspective Transformation Using Web 2.0: Student Views on What Works for Language and Culture Learning

Autor/in	Davidson Devall, Kelly
Titel	Actualizing Notions of Perspective Transformation Using Web 2.0: Student Views on What Works for Language and Culture Learning
Quelle	In: Journal of Educational Multimedia and Hypermedia, 24 (2015) 4, S.343-384 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Student Attitudes; Teaching Methods; Cultural Awareness; Web 2.0 Technologies; Technology Uses in Education; Transformative Learning; Innovation; Self Concept; Questionnaires; Second Language Learning; Second Language Instruction; Introductory Courses; Feedback (Response); Meta Analysis; Student Motivation; Student Interests; Intercultural Communication; Literacy; Web Sites; Electronic Publishing; French; College Students; Assignments; Likert Scales; Films; Criticism + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Transformation; Selbstkonzept; Fragebogen; Zweitsprachenerwerb; Fremdsprachenunterricht; Einführungskurs; Meta-analysis; Metaanalyse; Schulische Motivation; Studieninteresse; Interkulturelle Kommunikation; Alphabetisierung; Schreib- und Lesefähigkeit; Web-Design; Elektronisches Publizieren; Französisch; Collegestudent; Assignment; Auftrag; Zuweisung; Likert-Skala; Film; Kritik
Abstract	The framework of perspective transformation (Mezirow, 1994) provides a rich context for the conceptualization of technology use in language and culture learning. Although others have focused on the processes of becoming interculturally competent (Taylor, 1994) and changing language structures (Foster, 1997), more exploration of how technology aids the transformative process of learning about language and culture is needed. The centrality of collaboration and innovation in Web 2.0 applications highlights the necessity of considering this progression and how it can concretely inform the integration of these applications. This exploratory study investigates how a particular theoretical framework informed the implementation of Web 2.0 applications to explore issues of language and cultural identities in a beginning language classroom. A questionnaire completed at the end of the semester explored perceptions of the guided Web 2.0 endeavors as related to language and culture learning. Investigating student activity submissions and their perceptions of these applications led to concrete ideas for implementation of Web 2.0 resources, providing substantive feedback to inform future projects. Participants indicated increased interest and motivation in meaningful opportunities for language and culture learning. Meta-analysis indicated the framework of perspective transformation can be effective as a concrete method of implementing Web 2.0 applications for language and culture learning. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01