Language Teachers’ Content-Specific Technology Integration Reflection through the Video-Embedded Reflective Inquiry Model
Ai-Chu Elisha Ding, Ball State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This qualitative case study explored a group of in-service language teachers’ (n=5) content-specific technology integration reflections supported by the video-embedded reflective inquiry model. Specifically, this study aims to understand: (1) What pedagogical considerations became relevant when language teachers reflected on using technology in language education? (2) How did language teachers perceive their experience learning through the video-embedded reflective inquiry model? Using qualitative content analysis, 22 categories of pedagogical considerations were identified and grouped into five major domains of pedagogy. The categories and domains of participants’ pedagogical considerations showed this group of language teachers attended to different aspects of pedagogy in a content-specific way when they were considering the integration of technology in their language teaching. Findings also showed that the participants in general had a positive perception of learning through video-embedded reflective inquiry model. They especially valued the video self-reflection tasks which allowed them to gain critical self-awareness about their instructional practices. Findings of this study inform what language pedagogical considerations could be addressed in language teachers’ technology professional development (PD) and how the video case approaches could be used to provide content-specific technology PD for teachers.
Ding, A.C.E. (2019). Language Teachers’ Content-Specific Technology Integration Reflection through the Video-Embedded Reflective Inquiry Model. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 250-254). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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