dc.contributor.author | Jalkanen, Juha | |
dc.date.accessioned | 2015-11-19T14:28:16Z | |
dc.date.available | 2015-11-19T14:28:16Z | |
dc.date.issued | 2015 | |
dc.identifier.isbn | 978-951-39-6356-9 | |
dc.identifier.other | oai:jykdok.linneanet.fi:1504296 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/47754 | |
dc.description.abstract | This study explores the development of pedagogical design for language
teaching and learning in increasingly technology-rich environments. More
specifically, it focuses on the process of design, enactment and analysis of
language and literacy pedagogies in technology-rich environments. Two
substudies are reported in five articles, each of which approaches pedagogical
design from a different perspective. The first substudy examined (a) what
pedagogical choices language students make in regard to learning objectives,
working modes, materials and assessment, and (b) what kind of experiences,
attitudes and perceptions were behind these choices. The second substudy
focused on developing a design-based framework for collaborative pedagogical
development and investigating the enactment of pedagogical designs in the
context of higher education language teaching. The results show that digital
technologies increase the complexity and unpredictability of the pedagogical
design in language teaching. Digital environments expand the possibilities for
languaging and create spaces for emerging types of literacies to take place.
These literacies are social by nature and operate across different languages,
spaces, and timeframes. However, to address these emerging language and
literacy practices in formal education, the notion of design must be revisited. It
was also found that the literacy practices in language teacher students’
pedagogical designs are mainly static and do not meet needs of the
contemporary and future society. In these designs, expertise appears as a
property of the teacher and the discursive focus is on teaching instead of
learning. The use of digital technologies is mostly disconnected from other
areas of pedagogical design. Finally, the results indicate that in collaborative
pedagogical development, expertise appears as shared and negotiated around
different tasks. A structured and design-based development process creates a
spectrum of pedagogical questions for further exploration. | |
dc.format.extent | 1 verkkoaineisto (199 s.) | |
dc.language.iso | eng | |
dc.publisher | University of Jyväskylä | |
dc.relation.ispartofseries | Jyväskylä studies in humanities | |
dc.relation.haspart | <b>Artikkeli I:</b> Jalkanen, J., Pitkänen-Huhta, A., & Taalas, P. (2012). Changing society - changing language learning and teaching practices? <i>In M. Bendtsen, M. Björklund, L. Forsman, & K. Sjöholm (Eds.), Global Trends Meet Local Needs (pp. 219-241). Vaasa: Åbo Akademi. </i><a href=" http://urn.fi/URN:NBN:fi:jyu-201304161445" target="_blank"> Full text</a> | |
dc.relation.haspart | <b>Artikkeli II:</b> Jalkanen, J. (2015). Future language teachers’ pedagogical landscapes during their subject studies. <i>Nordic Journal of Digital Literacy, 10 (2), 84-101. </i><a href=" http://urn.fi/URN:NBN:fi:jyu-201505282090" target="_blank"> Full text</a> | |
dc.relation.haspart | <b>Artikkeli III:</b> Jalkanen, J., & Taalas, P. (2013). Designing for sustainable pedagogical development in higher education language teaching. <i>In Problem-Based Learning for the 21st Century: New Practices and Learning Environments (pp. 73-99). Aalborg: Aalborg University Press. </i><a href="http://vbn.aau.dk/files/187818413/PROBLEM_BASED_LEARNING_FOR_THE_21st_CENTURY_WEB.pdf#page=75"target="_blank"> Full text</a> | |
dc.relation.haspart | <b>Artikkeli IV:</b> Jalkanen, J., & Vaarala, H. (2013). Digital Texts for Learning Finnish: Shared Resources and Emerging Practices. Language Learning & Technology, 17 (1), 107-124. </i><a href=" http://llt.msu.edu/issues/february2013/jalkanenvaarala.pdf"target="_blank"> Full text</a> | |
dc.relation.haspart | <b>Artikkeli V:</b> Blin, F., & Jalkanen, J. (2014). Designing for language learning: agency and languaging in hybrid environments. <i>Apples – Journal of Applied Language Studies, 8 (1), 147-170. </i><a href="http://urn.fi/URN:NBN:fi:jyu-201405141714" target="_blank"> Full text</a> | |
dc.relation.isversionof | Julkaistu myös painettuna. | |
dc.rights | In Copyright | |
dc.subject.other | pedagogical design | |
dc.subject.other | technology-rich environments | |
dc.subject.other | language teaching and learning | |
dc.subject.other | language and literacy practices | |
dc.subject.other | expertise | |
dc.title | Development of pedagogical design in technology-rich environments for language teaching and learning | |
dc.type | Diss. | |
dc.identifier.urn | URN:ISBN:978-951-39-6356-9 | |
dc.type.dcmitype | Text | en |
dc.type.ontasot | Väitöskirja | fi |
dc.type.ontasot | Doctoral dissertation | en |
dc.contributor.tiedekunta | Humanistinen tiedekunta | fi |
dc.contributor.yliopisto | University of Jyväskylä | en |
dc.contributor.yliopisto | Jyväskylän yliopisto | fi |
dc.contributor.oppiaine | Soveltava kielitiede | fi |
dc.relation.issn | 1459-4331 | |
dc.relation.numberinseries | 265 | |
dc.rights.accesslevel | openAccess | |
dc.subject.yso | kielet | |
dc.subject.yso | opetus | |
dc.subject.yso | oppiminen | |
dc.subject.yso | opetusteknologia | |
dc.subject.yso | opetustavoitteet | |
dc.subject.yso | oppimisympäristö | |
dc.subject.yso | pedagoginen suunnittelu | |
dc.subject.yso | teknologinen kehitys | |
dc.subject.yso | mediaympäristö | |
dc.rights.url | https://rightsstatements.org/page/InC/1.0/ | |