• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >L2 teachers' experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio.
【24h】

L2 teachers' experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio.

机译：二级教师在课堂上进行CALL技术教育和使用计算机技术的经验：以俄亥俄州富兰克林县为例。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Primary issues concerned with CALL (Computer-Assisted Language Learning) teacher education are twofold: Integration of CALL technology into foreign and second language (L2) teacher education programs and L2 teachers' integration of CALL technology into their classroom. While increased attention has been paid to the former, only a small body of research investigates the latter. In particular, L2 researchers and teacher educators remain confronted by a penumbra in the sphere of L2 teachers' integration of technology into the classroom, coupled with teachers' prior technology education. The current study addresses this gap in the literature, pursuing three research questions of (1) whether secondary school L2 teachers' use of computer technology in the classroom is related to their prior experience of technology education; (2) how much technology education should be provided to enable L2 teachers to become more frequent technology users in the classroom; and (3) whether school climate of computer technology among L2 teachers influences individual teachers' use of computer technology in the classroom.;Reviewing the relevant literature, this study proposes the spherical model of L2 teachers' integration of technology into the classroom as a means of summarizing multidimensional aspects of teachers' use of computer technology in the classroom. Drawing on this synthesized finding, two empirical studies are reported in chapters 2 and 3. For data collection, survey questionnaires were distributed to 454 secondary public school L2 teachers in 91 schools across 16 school districts in Franklin County, Ohio. A total of 200 teachers participated in the present study. Using logistic regression and multiple regression analysis, this study examined the relationship between individual teachers' prior technology education experience and their use of computer technology in the classroom in Chapter 2. Multilevel modeling was used in Chapter 3 as an analytical tool to examine the influence of school climate (overall teachers' technology education in a school) on individual teachers' use of computer technology in the classroom.;The findings show that L2 teachers' technology education contributes to fostering their use of computer technology in the classroom. L2 teachers with more technology education during pre- and in-service periods were likely to use computer technology more frequently for the purpose of delivering instruction. For the purpose of using computer technology to engage students in creating products and in using computers during class time, teachers who devoted more time to technology education tended to use computer technology more frequently. Additionally, it appears that teachers need at least 150 hours of technology education to become a frequent technology user in the classroom. This would be the equivalent of taking a 3 credit-hour course of 5 academic quarters. Furthermore, L2 teachers working in schools with high overall teachers' technology education tended to use computer technology more frequently to engage their students in technology-using activities. More importantly, school climate of computer technology among L2 teachers moderated the magnitude of the relationship between L2 teacher-directed student use of technology during class time and the teachers' prior technology education experience.
机译：与CALL（计算机辅助语言学习）教师教育有关的主要问题有两个：将CALL技术集成到外语和第二语言（L2）教师教育计划中，以及L2教师将CALL技术集成到他们的课堂中。尽管人们对前者的关注日益增加，但只有很少一部分研究人员对后者进行了研究。尤其是，第二语言研究人员和教师教育者在第二语言教师将技术集成到课堂以及教师先前的技术教育的领域中仍然面临着半影。当前的研究解决了文献中的这一空白，提出了三个研究问题：（1）中学二年级教师在课堂上使用计算机技术是否与他们先前的技术教育经验有关； （2）应提供多少技术教育，以使二阶教师成为教室中更频繁的技术使用者； （3）第二语言教师的计算机技术学校氛围是否会影响个别教师在课堂上对计算机技术的使用。回顾相关文献，本研究提出了第二语言教师将技术融入课堂的球形模型，作为一种手段总结了教师在课堂上使用计算机技术的多维方面。基于这一综合发现，在第2章和第3章中进行了两项实证研究。为收集数据，调查问卷已分发给俄亥俄州富兰克林县16个学区中91所学校的454名公立中学L2教师。共有200名教师参加了本研究。本研究使用逻辑回归和多元回归分析，在第2章中研究了个别教师的先前技术教育经验与他们在教室中对计算机技术的使用之间的关系。在第3章中，使用多层次建模作为分析工具来检验教师的影响。学校氛围（学校中的整体教师技术教育）取决于个别教师在教室中对计算机技术的使用。研究结果表明，二层教师的技术教育有助于促进他们在教室中使用计算机技术。在职前和在职期间接受过更多技术教育的L2教师可能会更频繁地使用计算机技术来提供指导。为了利用计算机技术来促使学生参与产品开发以及在上课期间使用计算机，致力于技术教育的老师往往会更频繁地使用计算机技术。此外，看来教师至少需要150小时的技术教育才能成为课堂上的经常技术用户。这相当于学习5个学分的3个学分时的课程。此外，在具有较高总体教师技术教育水平的学校工作的二级教师倾向于更频繁地使用计算机技术，以使其学生参与技术使用活动。更重要的是，第二语言教师的计算机技术学校氛围减轻了第二语言教师指导的学生在上课期间对技术的使用与教师先前的技术教育经验之间的关系的幅度。

著录项

  • 作者

    Hong, Kwang Hee.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Education Foreign Language.;Education Curriculum and Instruction.;Education Teacher Training.;Education Secondary.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 168 p.
  • 总页数 168
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;中等教育;教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:29

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号