Pre-Service Foreign Language Teachers' Perspectives on Learning With Technology
This study explores pre‐service foreign language teachers’ (N=25) beliefs about the value and usefulness of employing technology‐enhanced activities (discussion forums, blogs, wikis, e‐portfolios, videotape recordings) in a methods course, and their perceptions of how these activities supported their learning. Likert‐scale items from an anonymous questionnaire indicated that participants found those activities beneficial for bridging theory and practice, enhancing critical thinking, and promoting professional growth. A qualitative analysis of participants’ reflections revealed that, despite technologyrelated challenges and preferences for other coursework activities, participants believed that the technology‐based activities provided increased opportunities for varied and richer interactions, peer feedback, and reflection; helped develop their learner autonomy and sense of belonging to a community of learners; modeled effective technology uses; and fostered a deeper appreciation of technology‐enriched practices.
The collection includes reports made at the plenary and sectional of the International Scientific Conference "Modern Education development vectors. The role of social and humanitarian knowledge in the formation of spiritual and moral culture of a graduate of a pedagogical university ", pro- who studied at the Moscow Pedagogical State University in April 2017. The book is intended for specialists- researchers, graduate students and students studying the problems of modern education.
The article reviews the benefits and some of the current challenges of using podcasting in foreign language teaching and learning. To illustrate the didactic value of podcasting, detailed examples of popular podcast sites for English language learners are provided within the framework of an existing classification. The author proposes a set of criteria for analysing and selecting podcasts to ensure their effective integration into the foreign language classroom.
ля сопровождения и обеспечения учебного процесса на всех уровнях образования, а также профессиональной подготовки.
The paper discusses some educational features of a modern media-sharing tool (VoiceThread) and highlights its pedagogical affordances in foreign language education.
In his book, Rowan Wilken, lecturer at the University of Swinburne, Australia, makes an attempt at providing a theoretical frame for a three-dimensional problem: the relation between new technologies, communities and places. His main goal is to sculpt an understanding of the relationship between place and community, both of which are transcended by what he calls 'teletechnologies' such as mobile phones, internet and their eventual derivatives. Looking for ‘productive theoretical possibilities to make sense of the complex interactions and interconnections between teletechnologies, place, and community’ appears to be a very difficult task.
The article describes an online professional development course implemented to facilitate pre- and in-service foreign language teachers’ acquisition of technology skills for teaching (Lomonosov Moscow State University, 2010-2013). It also discusses the results of an exploratory telecollaboration project between the course participants and fellow foreign language education teachers (Masters’ students in the Foreign Language Education program at the University of Texas at Austin), which was offered as part of the course in 2013. Student teachers’ views on the benefits and challenges of participating in the online course are revealed, and additional pedagogical implications for conducting similar online professional development courses are proposed.
The article discusses the didactic potential of computer-mediated communication (CMC) and the challenges of integrating CMC tools into foreign language education.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.