Globalizing Technology Education for Teachers: The Dual Challenge of Strengthening Skills and Changing Perceptions

Autor/inn/en	Li, Lan; Murnen, Timothy; Zhou, Yuchun; Wu, Min Lun; Xiong, Yan
Titel	Globalizing Technology Education for Teachers: The Dual Challenge of Strengthening Skills and Changing Perceptions
Quelle	In: Journal of Technology and Teacher Education, 27 (2019) 1, S.97-116 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Attitude Change; Teacher Attitudes; Faculty Development; Technological Literacy; Program Design; Program Development; Secondary School Teachers; English (Second Language); Language Teachers; Program Effectiveness; Technology Integration; Pedagogical Content Knowledge; Barriers; Residential Programs; Teacher Improvement; Educational Technology; Demonstrations (Educational); Experiential Learning; Foreign Countries; Global Approach; Bangladesh; Burkina Faso; Cameroon; Colombia; Cote d'Ivoire; Estonia; Ghana; Honduras; India; Jordan; Mongolia; Nepal; Nicaragua; Gaza Strip; Senegal; Tunisia; Uruguay; Uzbekistan; Venezuela; Vietnam; Zimbabwe + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Lehrerverhalten; Technisches Wissen; Programme design; Programmaufbau; Programmplanung; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Sozialer Wohnungsbau; Unterrichtsmedien; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Globales Denken; Bangladesch; Kamerun; Kolumbien; Estland; Indien; Mongolei; Gaza-Streifen; Tunesien; Simbabwe
Abstract	Despite the growing number of international professional development programs, there is very little published research regarding the structures and effectiveness of these programs. This paper shares the design and development of the technology component of an international professional development (PD) program designed for secondary English as Foreign Language (EFL) teachers. Using a one-group, pre- and post-program design, the study examined how the technology component influenced participating teachers' technology knowledge and skills, and their attitudes and beliefs toward technology integration. The analysis of survey quantitative data indicated that participants' knowledge of, and skills using, various technologies were significantly increased by completing the program, whereas their attitudes and beliefs toward technology remained unchanged. Qualitative interview results revealed the types of barriers to technology integration. Implications and significance of the study were discussed. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01