Digital Multimodal Composition and Second Language Teacher Knowledge

Autor/in	Schmidt, Nicole
Titel	Digital Multimodal Composition and Second Language Teacher Knowledge
Quelle	In: TESL Canada Journal, 36 (2019) 3, S.1-30 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Second Language Instruction; Writing Instruction; Technological Literacy; Pedagogical Content Knowledge; College Faculty; Electronic Publishing; Portfolios (Background Materials); Technology Uses in Education; Educational Technology; Teacher Attitudes; Beliefs; English (Second Language); Learning Activities; Teaching Methods; Secondary Education; Language Arts; Undergraduate Study + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Schreibunterricht; Technisches Wissen; Pädagogische Kompetenz; Fakultät; Elektronisches Publizieren; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Lehrerverhalten; Belief; Glaube; English as second language; English; Second Language; Englisch als Zweitsprache; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarbereich; Sprachkultur; Grundstudium
Abstract	Before second language writing (SLW) teachers' digital practices can be supported, their needs must first be understood. To accomplish effective technology-enhanced instruction, SLW teachers must blend their knowledge of composition theory, second language acquisition, and multimodal composition technologies. However, many teachers struggle to do this, which highlights the need for research addressing the cognitive aspects that influence digital instruction. This case study reports on an investigation of three in-service university SLW teachers' Technological Pedagogical Content Knowledge (TPACK) during a digital reflective portfolio module. Data from an online survey, instructional content, classroom observations, and semistructured interviews were triangulated to uncover the nature of SLW teachers' TPACK, including which factors supported and constrained their use of technology. Findings suggest that pedagogical content knowledge played a dominant role in how the teachers used technology. The teachers' TPACK was enhanced by professional beliefs about the importance of multimodality and contextual factors involving institutional support and communities of practice. However, it was constrained by limited self-efficacy and pedagogical beliefs concerning the influence of technology on student learning and student engagement. This study contributes to a growing body of research on how to support language teachers in their digitally mediated practices. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01