Year: 2015
Type: article
Abstract: An important aspect of teacher learning about the use of technology is the ability to identify the affordances of new tools and how they can support learning in the language classroom (Hampel & Stickler, 2005;Kessler, 2010).This fourteen-month-long longitudinal study of the learning of two experienced foreign language teachers working together describes how their perceptions of the affordances of two computer-mediated communication (CMC) tools developed over time.Interview data collected over three semesters demonstrated how teachers' perceptions of affordance evolve through classroom practice with technology, and how such perceptions might be transferred to the use of a new tool.As well, although the two teachers used the same tools (blogs and wikis) in the same courses and, at times, with the same classes, they perceived different learning affordances in relation to the language learning processes they prioritized.The article will conclude with suggestions for ways in which a better understanding of affordance in teacher knowledge development has implications for the support of in-service language teachers' learning.
Source: Language learning & technology
DOI: 10.64152/10125/44407
Author: Karen Haines
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2146732073