Contextualising the learning affordances of technology : an in-depth look at the developing practice of two modern language teachers
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Citation:Karen Haines (2017). Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec Press Occasional and Discussion Paper Series (2017/6). Retrieved from http://www.unitec.ac.nz/epress.
Permanent link to Research Bank record:https://hdl.handle.net/10652/3944
Affordance is an integral part of the practical knowledge teachers acquire while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
Keywords:affordance, computer-assisted language learning, CMC technologies, second language acquisition (SLA), L2 acquistion
ANZSRC Field of Research:130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)
Copyright Notice:Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers by Karen Haines is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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