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Pre‐Service Foreign Language Teachers' Perspectives on Learning With Technology
Author(s) -
Sardegna Veronica G.,
Dugartsyrenova Vera A.
Publication year - 2014
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/flan.12078
Subject(s) - likert scale , coursework , psychology , technology integration , pedagogy , perception , autonomy , mathematics education , educational technology , foreign language , developmental psychology , neuroscience , political science , law
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 technology‐related 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.