结论:技术丰富的教学环境的交互性支持和约束

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2022-04-03 DOI:10.1080/19463014.2022.2071959
S. Thorne, J. Hellermann
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引用次数: 3

摘要

摘要:本结论描述了与技术丰富的语言教学相关的各种能力和约束。它首先讨论了本期《课堂话语》特刊上的文章,然后扩展到与语言教育中使用数字工具相关的更广泛的动态。特别是,我们解决了与技术丰富的活动相关的研究问题,例如多模态转录和分析在映射多个符号学领域时的复杂性,多焦点带来的潜在挑战,响应延迟对谈话顺序组织的影响,历史和经验形成的数字通信工具使用文化,因为它们可能会通知模式和行为期望。在技术丰富的环境中,各种技术作为教师和学习者行为形态的共同构成的潜在积极作用。
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Coda: the interactional affordances and constraints of technology-rich teaching and learning environments
ABSTRACT This coda describes various affordances and constraints associated with technology-rich language teaching and learning. It begins with a discussion of articles in this special issue of Classroom Discourse and then expands to engage with broader dynamics associated with uses of digital tools in language education. In particular, we address research issues relating to technology-rich activity such as the complexity of multimodal transcription and analysis when mapping multiple semiotic fields, potential challenges presented by polyfocality, the implications of response latency on the sequential organisation of talk, the historically and experientially formed cultures-of-use of digital communication tools as they may inform patterns and expectations of behaviour, and the potentially active role of various technologies as co-constitutive of the morphologies of action of teachers and learners in technology-rich settings.
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
期刊最新文献
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