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TPACK in language teaching: Implications for teacher education PROCEEDING

, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands ; , University of Twente, Netherlands ; , , , , Netherlands Institute for Curriculum Development, Netherlands ; , College of Arts and Law/School of International Education Beijing University of Chemical Technology, Taiwan ; , , , , Windesheim University of Applied Sciences, Netherlands ; , Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

From the perspective that a teacher’s TPACK depends on the subject domain, the students and the ecology of the school and the classroom, this symposium intends to contribute to a better understanding of TPACK in language teaching. We present four studies that discuss the meaning of TPACK as a knowledge base for teaching language with technology (mother tongue and modern foreign languages). Two contributions studied what the knowledge base for teaching with technology could be in respectively early literacy and modern foreign language teaching. Two contributions demonstrate how TPACK in language teaching can be developed in in-service and pre-service teachers.

Citation

Voogt, J., McKenney, S., Trimbos, B., Fasoglio, D., Fisser, P., Strijker, A., Tai, S.J.D., Smits, A., Bruijn, R., la Roi, H., van Renssen, F. & Crawford-Schmidt, D. (2016). TPACK in language teaching: Implications for teacher education. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3121-3125). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2017 from .