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Weaving technology in the design of ...

Rodriguez, Julio Cesar.

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Weaving technology in the design of learning experiences in world language teacher education: The development of a cognitive tool, an instructional device and an exploration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Weaving technology in the design of learning experiences in world language teacher education: The development of a cognitive tool, an instructional device and an exploration./
Author:	Rodriguez, Julio Cesar.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4150.
Contained By:	Dissertation Abstracts International67-11A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3243835
ISBN:	9780542996504

Weaving technology in the design of learning experiences in world language teacher education: The development of a cognitive tool, an instructional device and an exploration.
Rodriguez, Julio Cesar.

Weaving technology in the design of learning experiences in world language teacher education: The development of a cognitive tool, an instructional device and an exploration. - 129 p.

Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4150.

Thesis (Ph.D.)--Iowa State University, 2006.

This article presents project-based learning (PBL) as a promising conduit to aid preservice teachers' acquisition of the complex types of knowledge that result from the combination of content, pedagogy and technology. The process through which language teachers integrate subject-matter, technical, pedagogical, second-language acquisition and instructional design knowledge constitutes an important aspect of computer technology integration into world language teacher education (WLTE) and ultimately, of the effective integration of computer-assisted language learning (CALL) in language learning curricula. This article begins by defining PBL and describing the unit of a project: the WLTE task. A taxonomy of WLTE tasks serves as the basis to consider the potential of PBL for the contextualized integration of technology in WLTE. The implementation of PBL for technology integration into WLTE tasks is then considered from two distinctive perspectives: (a) as a pedagogical process experienced by preservice teachers; and (b) as part of the content of WLTE. Advantages of implementing PBL from both perspectives are discussed.

ISBN: 9780542996504Subjects--Topical Terms:

1018079
Language, Linguistics.

Weaving technology in the design of learning experiences in world language teacher education: The development of a cognitive tool, an instructional device and an exploration.
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100 1 $a Rodriguez, Julio Cesar. $3 1921302
245 1 0 $a Weaving technology in the design of learning experiences in world language teacher education: The development of a cognitive tool, an instructional device and an exploration.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4150.
500 $a Advisers: Carol A. Chapelle; Ann Thompson.
502 $a Thesis (Ph.D.)--Iowa State University, 2006.
520 $a This article presents project-based learning (PBL) as a promising conduit to aid preservice teachers' acquisition of the complex types of knowledge that result from the combination of content, pedagogy and technology. The process through which language teachers integrate subject-matter, technical, pedagogical, second-language acquisition and instructional design knowledge constitutes an important aspect of computer technology integration into world language teacher education (WLTE) and ultimately, of the effective integration of computer-assisted language learning (CALL) in language learning curricula. This article begins by defining PBL and describing the unit of a project: the WLTE task. A taxonomy of WLTE tasks serves as the basis to consider the potential of PBL for the contextualized integration of technology in WLTE. The implementation of PBL for technology integration into WLTE tasks is then considered from two distinctive perspectives: (a) as a pedagogical process experienced by preservice teachers; and (b) as part of the content of WLTE. Advantages of implementing PBL from both perspectives are discussed.
590 $a School code: 0097.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Technology. $3 1017498
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690 $a 0530
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710 2 0 $a Iowa State University. $3 1017855
773 0 $t Dissertation Abstracts International $g 67-11A.
790 1 0 $a Chapelle, Carol A., $e advisor
790 1 0 $a Thompson, Ann, $e advisor
790 $a 0097
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3243835