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Embedding Digital Literacies in the Language Teacher Education Curriculum: Pre-Service and In-Service Teachers' Perspectives.

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Title: Embedding Digital Literacies in the Language Teacher Education Curriculum: Pre-Service and In-Service Teachers' Perspectives.
Authors: Li, Mimi1 (AUTHOR) mimi.li@tamuc.edu, Zhang, Meixiu2 (AUTHOR) meixiu.zhang@ttu.edu
Source: CALICO Journal. 2024, Vol. 41 Issue 3, p273-296. 24p.
Subject Terms: *Education of language teachers, *Digital literacy, *Teaching methods, *Language teachers, *Teacher training, *Digital communications
Abstract: This article reports an empirical study on embedding digital literacies in the language teacher education curriculum with pre-service and in-service teachers enrolled in a graduate-level language teaching method course. Two different types of technology-mediated collaborative tasks were implemented, one being collaborative reading for writing using Perusall and Google Docs, and the other being collaborative infographic composing using Canva. The analyses of the participants#x0027; semi-structured individual interviews revealed multiple benefits of digital practices that the pre-service and in-service teachers perceived, including enhancing content learning, providing cognitive scaffolding, fostering communication/collaboration skills, fostering creativity, enhancing learning motivation, improving pedagogic skills, and developing digital literacy skills. They also reported detailed plans or practices for implementing digital pedagogy using the same technology tools, adopting similar tasks, and extending the digital tasks. This study contributes to the underrepresented research domain on digital pedagogy for language teacher training. [ABSTRACT FROM AUTHOR]
Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Embedding Digital Literacies in the Language Teacher Education Curriculum: Pre-Service and In-Service Teachers' Perspectives.
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Mimi%22">Li, Mimi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mimi.li@tamuc.edu</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Meixiu%22">Zhang, Meixiu</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> meixiu.zhang@ttu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2024, Vol. 41 Issue 3, p273-296. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+of+language+teachers%22">Education of language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+communications%22">Digital communications</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article reports an empirical study on embedding digital literacies in the language teacher education curriculum with pre-service and in-service teachers enrolled in a graduate-level language teaching method course. Two different types of technology-mediated collaborative tasks were implemented, one being collaborative reading for writing using Perusall and Google Docs, and the other being collaborative infographic composing using Canva. The analyses of the participants#x0027; semi-structured individual interviews revealed multiple benefits of digital practices that the pre-service and in-service teachers perceived, including enhancing content learning, providing cognitive scaffolding, fostering communication/collaboration skills, fostering creativity, enhancing learning motivation, improving pedagogic skills, and developing digital literacy skills. They also reported detailed plans or practices for implementing digital pedagogy using the same technology tools, adopting similar tasks, and extending the digital tasks. This study contributes to the underrepresented research domain on digital pedagogy for language teacher training. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1558/cj.25987
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        Text: English
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      – SubjectFull: Education of language teachers
        Type: general
      – SubjectFull: Digital literacy
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      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Language teachers
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      – SubjectFull: Teacher training
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              Text: 2024
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