{"title":"教师及其信念在实施技术中介语言学习中的作用:对教师发展和研究的启示","authors":"Geoff Lawrence","doi":"10.4018/ijcallt.2014100105","DOIUrl":null,"url":null,"abstract":"This article will discuss the crucial role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning. Factors contributing to teacher resistance will be reviewed including the unique pedagogical demands of continually evolving technology-mediated communication tools and learning environments. Research identifying the nature of teacher beliefs will be discussed along with a proposed theoretical framework defining the interconnected factors contributing to teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher development will be summarized along with recommendations on further research required.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"13","resultStr":"{\"title\":\"The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning: Implications for Teacher Development and Research\",\"authors\":\"Geoff Lawrence\",\"doi\":\"10.4018/ijcallt.2014100105\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article will discuss the crucial role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning. Factors contributing to teacher resistance will be reviewed including the unique pedagogical demands of continually evolving technology-mediated communication tools and learning environments. Research identifying the nature of teacher beliefs will be discussed along with a proposed theoretical framework defining the interconnected factors contributing to teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher development will be summarized along with recommendations on further research required.\",\"PeriodicalId\":282169,\"journal\":{\"name\":\"Int. J. Comput. Assist. Lang. Learn. Teach.\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"13\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Int. J. Comput. Assist. Lang. Learn. Teach.\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/ijcallt.2014100105\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Int. J. Comput. Assist. Lang. Learn. Teach.","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijcallt.2014100105","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning: Implications for Teacher Development and Research
This article will discuss the crucial role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning. Factors contributing to teacher resistance will be reviewed including the unique pedagogical demands of continually evolving technology-mediated communication tools and learning environments. Research identifying the nature of teacher beliefs will be discussed along with a proposed theoretical framework defining the interconnected factors contributing to teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher development will be summarized along with recommendations on further research required.
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