Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications

Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications

Gregory Shepherd (Kean University, USA)
DOI: 10.4018/978-1-5225-7663-1.ch014
OnDemand PDF Download:
No Current Special Offers


Integrating the use of Web-based and mobile technology applications into K-12 world languages contexts requires innovative teacher preparation models. This chapter evaluates a multi-step technology integration unit that develops in pre-service teachers the skills necessary to plan and carry out learner-centered communicative instruction. Importantly, this unit also incorporates five skills for disruptive innovators. Pre-service teachers blend pedagogy, technology tools, and content in project-based learning lesson design while practicing creative-thinking skills. As student teachers learn to repurpose mobile applications for the language-learning classroom, they empower articulate digital natives and foster 21st century learning. Given technology's constant growth, teaching integration of specific apps will have limited benefits. On the other hand, teaching how to innovate and repurpose will serve student teachers for their entire career. Results of this study show growth in lesson planning, creativity, and innovation skills.
Chapter Preview

The Role Of Technology In Language Learning

Developments in Computer-assisted language learning (CALL) and Mobile-assisted language learning (MALL) have provided language learners and language instructors complex and sophisticated technology applications meant to provide growth opportunities for language learners (Godwin-Jones 2011). The development of technology to enhance and support recent pedagogy developments in language learning has lagged causing many to claim technology is driving pedagogy (Burston 2003, p. 31). The “Old school” Grammar Translation Method and “drill and kill” drive much of the pedagogy used for software and app development in the online and mobile tech language-learning market sectors. Similar to the slow shift to 21st Century learning in textbook and materials development we now experience, there seems to exist a delay between methodology shifts in language learning leading to proficiency and their eventual adoption by software and app developers inside and outside the publishing world. Download any number of the top-rated language-learning mobile applications from your local app store and you will find that few encourage interaction with whole language. Most applications offer content (Living Language, Mind Snacks, Brainscape), flash cards and phrasebooks (SpeakEasy, MosaLingua), and drills (AccelaStudy, Play & Learn). While several mentioned above employ gamification strategies (levels, badges, quests and rewards), the overall language learning experience is limited by the students’ exposure to fragmented input and poorly contextualized output.

Complete Chapter List

Search this Book: