Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology

Tseng, Jun Jie; Lien, Y.; Chen, Hao Jan

doi:10.1080/09588221.2014.903978

Cited by 31 publications

(15 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While a majority of pre-service teachers have basic computer skills, they still might be inexperienced in designing technology-integrated lessons. Many studies have revealed that ICT-based lesson activities help pre-service teachers develop their competency to incorporate particular web or technology-based tools into their teaching (Mouza et al, 2014 ; Özgün-Koca et al, 2010 ; Paneru, 2018 ; So & Kim, 2009 ; Tai, 2015 ; Tseng et al, 2016 ). These studies show that incorporating technology into the lesson plan designing might be a feasible means of assisting pre-service TCSL teachers in advancing TPACK.…”

Section: Discussionmentioning

confidence: 99%

“…Tseng et al ( 2011 ) reported that junior high school teachers, who taught English as a foreign language (EFL), demonstrated knowledge of technology integration into traditional teaching strategies. They also found that Taiwanese TCSL teachers’ TPACK grew with their increased understanding of ways to facilitate students’ language acquisition with the help of internet resources (Tseng et al, 2016 ). Similarly, Wu and Wang ( 2015 ) used mixed methods to explore elementary school EFL teachers’ TPACK in Taiwan.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language

Qiu

Chen

et al. 2022

Educ Inf Technol

View full text Add to dashboard Cite

There is an urgent need to address the critical demand for qualified Chinese language teachers against the background of China’s seeking greater Sino–foreign cultural and educational cooperation. The literature on integrating technological pedagogical content knowledge (TPACK) in language teaching has been increasing in the last few years. However, most of these studies focus on English language teachers. The objective of this study was to examine pre-service teachers’ understanding of TPACK for teaching Chinese as a second language (TCSL). This study investigated the TPACK factor structure of 286 pre-service TCSL teachers via exploratory factor analysis, which yielded a six-factor structure. The results revealed that the teachers could not distinguish the boundaries between technological pedagogical knowledge (TPK) and technological content knowledge (TCK); and TPK and synthesized TPACK. Further, confirmatory factor analysis using structural equation modeling substantiated the validity and reliability of the adapted 32-item TCSL-TPACK survey instrument. The study also found that the teachers were slightly satisfied with their overall TPACK but were least confident of their technological knowledge (TK), and the more experienced teachers exhibited higher confidence in all six factors. These findings not only remind educators and policymakers of the need to revise current teacher training programs but also persuade TCSL student teachers to explore methods that can help integrate technology into lesson designs.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language

Qiu

Chen

et al. 2022

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

“…10 out of 57 reviewed articles emphasized the use of technology as students' learning assessment tools and a medium to provide feedback effectively. The researchers utilized Socrative (Chou et al, 2017), a spherical videobased virtual reality (SVVR) (Chien et al, 2020), CAT (Tseng et al, 2016), lexis board (Mirzaei et al, 2015), podcast (Hamzaoğlu & Koçoğlu, 2016) to assess the students' grammar, vocabulary, speaking, and writing skills. Some technology tools also can facilitate automated feedback, peer-feedback, and self-feedback (Neumann & Kopcha, 2019).…”

Section: Technology Supports English Language Teachingmentioning

confidence: 99%

Technology use in secondary level of English language teaching: A Literature Review

Luthfiyyah

Hafifah

Ivone

et al. 2021

jees

View full text Add to dashboard Cite

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.

show abstract

“…For teachers' TPACK, they suggested that constructivist pedagogical beliefs had higher degree of correlation than the traditional beliefs. Tseng, Lien and Chen used a teacher support group to develop CSL teacher' TPACK via web conferencing technology [24].…”

Section: B the Application Of Tpack In Second Languagementioning

confidence: 99%

TPACK: A New Dimension to Chinese as a Second Language Teacher Training

Cai¹

2016

Proceedings of the 2016 2nd International Conference on Social Science and Higher Education

View full text Add to dashboard Cite

Abstract-In recent years, with the rapid growth of China's national strength, "Chinese fever" has constantly promoted globally. Correspondingly, the demand for CSL (Chinese as a second language) teachers has also increased. Faced with today's pluralistic and complex educational contexts, especially the rapid development of ICT (Information and Communications Technology), CSL teachers will encounter more challenges. This study first demonstrates the current situation of CSL teachers' development and requirements for CSL teachers in the new era of science and technology, and then introduces the framework of TPACK (technological pedagogical and content knowledge), which provides a new theoretical guidance for CSL teacher training. In the last section, the paper presents specific suggestions for developing pre-service CSL teachers' TPACK in the teacher training.

show abstract

Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology

Cited by 31 publications

References 25 publications

Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language

Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language

Technology use in secondary level of English language teaching: A Literature Review

TPACK: A New Dimension to Chinese as a Second Language Teacher Training

Contact Info

Product

Resources

About