Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan
| Autor: | Laia Canals, Amenah Al-Rawashdeh |
|---|---|
| Přispěvatelé: | Estudis d'Arts i Humanitats - Computer Assisted Language Learning, Yarmouk University |
| Rok vydání: | 2018 |
| Předmět: |
CALL integrado
050101 languages & linguistics Linguistics and Language EFL Computer-Assisted Instruction English language formació del professorat Profesores -- Formación teacher training Training (civil) Language and Linguistics formación del profesorado CALL integrat Teachers -- Training of teacher attitudes towards technology ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education instructional technology integrated CALL 0501 psychology and cognitive sciences Affordance 05 social sciences Educational technology 050301 education Open university Computer Science Applications Professors -- Formació Software deployment actitud del professorat cap a la tecnologia actitud del profesorado hacia la tecnología Faculty development Psychology 0503 education |
| Zdroj: | O2, repositorio institucional de la UOC Universitat Oberta de Catalunya (UOC) |
| ISSN: | 1744-3210 0958-8221 |
| DOI: | 10.1080/09588221.2018.1531033 |
| Popis: | The present paper details the experience of designing and running the first online English language courses at Yarmouk University with the support of the Open University of Catalonia. The courses fall within the framework of the EQTEL project, which aims to develop and implement accreditation standards, guidelines and procedures for quality assurance of online courses in Jordanian universities. The focus of the research was to evaluate the course from the teachers¿ perspective while identifying possible stumbling blocks and challenges that could be used to refine and enhance the course and the teacher preparation program in successive iterations. Teachers completed a questionnaire that sought to reveal their beliefs, attitudes and experiences using technology for language instruction. The study concluded that teachers perceive more affordances in using technology to practice receptive skills (listening, reading) than productive skills (speaking, writing). Teachers evaluated the teacher preparation prior to the course as sufficient but expressed contradictory attitudes towards using technology for language instruction which need to be understood within the context of the institutional culture and the decision-making process behind technology adoption. |
| Databáze: | OpenAIRE |
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