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dc.contributor.authorJalkanen, Juha
dc.contributor.authorLaakkonen, Ilona
dc.contributor.editorGimeno, Ana
dc.date.accessioned2018-02-19T05:25:37Z
dc.date.available2018-02-19T05:25:37Z
dc.date.issued2012
dc.identifier.citationJalkanen, J., & Laakkonen, I. (2012). Design perspectives on technology, language teaching and language teacher education. In A. Gimeno (Ed.), <i>Proceedings of the EUROCALL 2011 Conference The CALL Triangle: Student, Teacher and Institution</i> (pp. 79-82). European Association for Computer Assisted Language Learning. The EUROCALL Review, 20. <a href="https://doi.org/10.4995/eurocall.2012.16186" target="_blank">https://doi.org/10.4995/eurocall.2012.16186</a>
dc.identifier.otherCONVID_21625071
dc.identifier.otherTUTKAID_52096
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/57105
dc.description.abstractDespite the national strategies and major efforts to promote pedagogical use of ICTs in education, training programs for in-service teachers have often failed to develop sustainable pedagogical practice. For sustainable development, teachers need to be offered opportunities to explore the role of technology in relation to their concept of language and learning, and reforms should be designed in negotiation with teachers and students. In teacher education, aspiring teachers are being informed of the latest research results, but bringing the theory down to practice is a major task that calls for development work soundly based on research. In this paper we suggest that design-based research (DBR) may help to meet some of the challenges related to integrating technology in language teaching and language teacher education. We claim that teachers need to develop their expertise in multimodal pedagogy, not so much in the use of specific technological applications. To support our claims, we draw from a study where the pedagogical thinking of aspiring language teachers was analysed during the subject studies and new research-based pedagogical structures were developed.
dc.language.isoeng
dc.publisherEuropean Association for Computer Assisted Language Learning
dc.relation.ispartofProceedings of the EUROCALL 2011 Conference The CALL Triangle: Student, Teacher and Institution
dc.relation.ispartofseriesThe EUROCALL Review
dc.relation.urihttps://files.eric.ed.gov/fulltext/ED542417.pdf
dc.subject.otherteacher education
dc.subject.otherdevelopment work
dc.subject.otherpedagogical design
dc.titleDesign perspectives on technology, language teaching and language teacher education
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-201802161514
dc.contributor.laitosSoveltavan kielentutkimuksen keskusfi
dc.contributor.laitosMonikielisen akateemisen viestinnän keskusfi
dc.contributor.laitosCentre for Applied Language Studiesen
dc.contributor.laitosCentre for Multilingual Academic Communicationen
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.date.updated2018-02-16T13:15:10Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange79-82
dc.relation.issn1695-2618
dc.type.versionpublishedVersion
dc.rights.copyright© 2012 EUROCALL. This is an open access article published by EUROCALL.
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceEUROCALL Conference
dc.subject.ysokehittämistutkimus
jyx.subject.urihttp://www.yso.fi/onto/yso/p26823
dc.relation.doi10.4995/eurocall.2012.16186


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