The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning: Implications for Teacher Development and Research

被引：5

作者：

Lawrence, Geoff ^{[1
]}

机构：

[1] York Univ, Dept Languages Literatures & Linguist, Toronto, ON, Canada

来源：

INTERNATIONAL JOURNAL OF COMPUTER-ASSISTED LANGUAGE LEARNING AND TEACHING | 2014年 / 4卷 / 04期

关键词：

Computer-Assisted Language Learning; Teacher Beliefs; Teacher Education; Teacher Resistance; Theoretical Framework;

D O I：

10.4018/ijcallt.2014100105

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：59 / 75

页数：17

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