Professional Development for Teachers of Chinese: The Interplay of Content Knowledge, Pedagogy, and Technology
Carolina Bustamante, Aleidine Moeller, University of Nebraska-Lincoln, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In June 2010, the Department of Teaching, Learning, and Teacher Education at the University of Nebraska-Lincoln held a 10-day professional development program for teachers of Chinese, providing participants a strong foundation in foreign language pedagogy and the use of Web 2.0 tools to enhance foreign language learning. These teachers learned through firsthand experience in the role of learners as they worked through activities and strategies that represented best practices in language teaching. The participants were asked to read a Chinese novel prior to the program, which served as a context for the technology applications that they learned and applied in creating their content-based products. Examples indicate a hands-on approach that allowed the participants to experience the technology through the student perspective. Evaluations of the program reflected an increase in participants’ proficiency and interest in the integration of technology into teaching and a shifting to more student-centered practices.
Bustamante, C. & Moeller, A. (2011). Professional Development for Teachers of Chinese: The Interplay of Content Knowledge, Pedagogy, and Technology. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2940-2945). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).