Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud

Mei Hui Liu; Robert Kleinsasser

doi:10.1007/s11528-022-00813-x

Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud

Mei Hui Liu, Robert Kleinsasser

Educational Leadership and Innovation, Division of

Research output: Contribution to journal › Article › peer-review

Abstract

This yearlong study describes multiple stakeholders’ perspectives of 20 preservice English as Foreign Language (EFL) teachers, 43 elementary school students, 2 online mentors, and a teacher-researcher during a technology professional development practicum on a cloud. The case study provides qualitative and quantitative data from stakeholders concerning technology integration after participating in online project-based EFL instruction. The participating stakeholders encountered affordances and challenges that enhanced their online learning and teaching repertoires and offered nuanced evidence within this online professional development community. The findings call for continuing exploration of online practicums in preservice (language) teacher education and further research documenting complexities of multiple stakeholders’ technology professional development.

Original language	English (US)
Pages (from-to)	342-353
Number of pages	12
Journal	TechTrends
Volume	67
Issue number	2
DOIs	https://doi.org/10.1007/s11528-022-00813-x
State	Published - Mar 2023

Keywords

EFL teacher education
Online practicum
Preservice teachers
Technology professional development

ASJC Scopus subject areas

Education
Computer Science Applications

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10.1007/s11528-022-00813-x

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abstract = "This yearlong study describes multiple stakeholders{\textquoteright} perspectives of 20 preservice English as Foreign Language (EFL) teachers, 43 elementary school students, 2 online mentors, and a teacher-researcher during a technology professional development practicum on a cloud. The case study provides qualitative and quantitative data from stakeholders concerning technology integration after participating in online project-based EFL instruction. The participating stakeholders encountered affordances and challenges that enhanced their online learning and teaching repertoires and offered nuanced evidence within this online professional development community. The findings call for continuing exploration of online practicums in preservice (language) teacher education and further research documenting complexities of multiple stakeholders{\textquoteright} technology professional development.",

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AB - This yearlong study describes multiple stakeholders’ perspectives of 20 preservice English as Foreign Language (EFL) teachers, 43 elementary school students, 2 online mentors, and a teacher-researcher during a technology professional development practicum on a cloud. The case study provides qualitative and quantitative data from stakeholders concerning technology integration after participating in online project-based EFL instruction. The participating stakeholders encountered affordances and challenges that enhanced their online learning and teaching repertoires and offered nuanced evidence within this online professional development community. The findings call for continuing exploration of online practicums in preservice (language) teacher education and further research documenting complexities of multiple stakeholders’ technology professional development.

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Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud

Abstract

Keywords

ASJC Scopus subject areas

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