Assessment Across Online Language Education - Stephanie Link

Assessment Across Online Language Education - Stephanie Link

6. Evaluating Teacher Tech Literacies Using an Argument-based Approach

Assessment Across Online Language Education - Stephanie Link

Jesse Gleason [+-]
Southern Connecticut State University
Jesse Gleason is an Assistant Professor at Southern Connecticut State University, where she teaches in the Bilingual/Multicultural Education & TESOL, Spanish, and Elementary Bilingual Education programs and coordinates the World Language Teacher Certification program. Her research interests include academic literacy development and technology-mediated language instruction. She regularly presents her research internationally and has published work in journals such as System, Language, Culture & Curriculum, and Language and Education.
Elena Schmitt [+-]
Southern Connecticut State University
Dr. Elena Schmitt is a professor of Applied Linguistics and Coordinator of the TESOL, Bilingual, and Multicultural Education program at SCSU. Her teaching focuses on linguistic theory and its application to classroom learning. She initiated the Connected Classrooms Initiative at CSU. She publishes on the issues of bilingualism, including First language attrition, classroom interaction, technology-mediated instruction, and teacher development.

Description

Across the US, the need for language teachers with technology-specific literacies is climbing, yet many teachers may be underprepared for such positions due to inadequate experience with or training in computer-assisted language learning (CALL) (Godsey, 2015; Lynch, 2016). What is more, language teacher education programs may struggle to equip teacher candidates with the tools they need to approach an ever-changing multimodal landscape (Borthwick & Gallagher-Brett, 2014; Nami, Marandi & Sotoudehnama, 2016; Sehlaoui & Albrecht, 2009). In the Northeastern US, in a region with critical need for language teacher training, faculty in an MS Bilingual Education & TESOL program took up the challenge to train PK-12 teachers using state-of-the-art videoconferencing (VC) technology. The present study showcases data taken from one course in this program, and uses an argument-based approach to validity (Chapelle, Enright & Jamieson, 2008; Kane, 2006) to make the claims that teachers in this course (a) were able to transform their traditional face-to-face (f2f) teaching practices to sophisticated technology-mediated teaching practices within a synchronous online environment and (b) had equivalent content learning opportunities to those in the on ground courses.

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Citation

Gleason, Jesse; Schmitt, Elena. 6. Evaluating Teacher Tech Literacies Using an Argument-based Approach. Assessment Across Online Language Education. Equinox eBooks Publishing, United Kingdom. p. 116-137 Feb 2018. ISBN 9781781797013. https://www.equinoxpub.com/home/view-chapter/?id=34390. Date accessed: 25 Jun 2019 doi: 10.1558/equinox.34390. Feb 2018

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