Group items tagged

This paper explores how teacher training and development are taking place online. Framed within social constructivist and critical reflection theories, the chapter attempst to situate practices in relation to research in teacher learning and focuses on blended and distance learning, computer mediated communicaction (CMC), and the applicability of Web 2.0 applications to teacher development. The paper addresses the following questions: 1. Are online teacher trainers and trainees fully utilizing the potential of current technologies? 2. Is it possible to successfully deliver teacher training through Web 2.0 technologies, and if it isn't now then might it be possible in the future? 3. Is the Internet transforming the way teachers learn to teach, or learn about teaching? This is a concept map of the paper that Margarita and I designed for our online presentation of the chapter. Elliott, D. (2009). Internet technologies and language teacher education. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 432-450). New York: Information Science Reference.

the collaborative work of two teachers of in the teacher education program at the School of Languages of the Universidad de Antioquia. They decided to include new information and communication technologies (ICT) in a contrastive grammar course. This was an attempt to improve their teaching practices and facilitate their students' learning process

This is the experience of a group of teachers and students in Colombia that participated in an online storysharing and learning forum. This project represents a joint effort of two universities in Colombia and Scotland to effectively apply information and communication technology (ICT) with teachers and students from public educational institutions in Bogotá.

This is Margarita and Adriana's video on the presentation of the chapter from the Handbook of research on Web 2.0 and second language learning.

This blog was made by a couple of kindergarden teachers to interact with parents. They present ideas and comments and share what they do in the classroom.

This ongoing case study investigates whether introducing WebQuests as part of the Teacher Training curriculum at the university level can facilitate the integration of English language teaching and technology while simultaneously promoting a more student centered, constructivist approach to teaching