{"title":"语言教师对技术的信念","authors":"Emily A. Hellmich","doi":"10.4018/ijcallt.2019100101","DOIUrl":null,"url":null,"abstract":"Much of the work done on language teacher beliefs about technology remains limited to the individual or institutional scales. This study responds to calls to reinsert language teaching and learning into a larger ecosystem by examining language teacher beliefs and uses of technology from an ecological theoretical perspective. Using a case study research design comprised of interviews and participant observations, the study analyzed two language teachers' beliefs and uses of technology in terms of beliefs (language, learning, technology) and scales (temporal, spatial). Analysis revealed multiple beliefs, such as language for cultural understanding and technology as a threat, that were produced at multiple scale levels. Analysis also revealed layered interactions between beliefs and scales that has led to tensions in both beliefs and uses of technology, such as the societal pressure to include technology that clashed with personal and institutional understandings of learning. Implications for how to address this complexity are discussed.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Language Teacher Beliefs About Technology\",\"authors\":\"Emily A. Hellmich\",\"doi\":\"10.4018/ijcallt.2019100101\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Much of the work done on language teacher beliefs about technology remains limited to the individual or institutional scales. This study responds to calls to reinsert language teaching and learning into a larger ecosystem by examining language teacher beliefs and uses of technology from an ecological theoretical perspective. Using a case study research design comprised of interviews and participant observations, the study analyzed two language teachers' beliefs and uses of technology in terms of beliefs (language, learning, technology) and scales (temporal, spatial). Analysis revealed multiple beliefs, such as language for cultural understanding and technology as a threat, that were produced at multiple scale levels. Analysis also revealed layered interactions between beliefs and scales that has led to tensions in both beliefs and uses of technology, such as the societal pressure to include technology that clashed with personal and institutional understandings of learning. Implications for how to address this complexity are discussed.\",\"PeriodicalId\":43610,\"journal\":{\"name\":\"International Journal of Computer-Assisted Language Learning and Teaching\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2019-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Computer-Assisted Language Learning and Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/ijcallt.2019100101\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Computer-Assisted Language Learning and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijcallt.2019100101","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Much of the work done on language teacher beliefs about technology remains limited to the individual or institutional scales. This study responds to calls to reinsert language teaching and learning into a larger ecosystem by examining language teacher beliefs and uses of technology from an ecological theoretical perspective. Using a case study research design comprised of interviews and participant observations, the study analyzed two language teachers' beliefs and uses of technology in terms of beliefs (language, learning, technology) and scales (temporal, spatial). Analysis revealed multiple beliefs, such as language for cultural understanding and technology as a threat, that were produced at multiple scale levels. Analysis also revealed layered interactions between beliefs and scales that has led to tensions in both beliefs and uses of technology, such as the societal pressure to include technology that clashed with personal and institutional understandings of learning. Implications for how to address this complexity are discussed.
期刊介绍:
The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.