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Technology and Second Language Teacher Professional Development

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Language, Education and Technology

Part of the book series: Encyclopedia of Language and Education ((ELE))

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Abstract

This chapter describes the research on technology integration in second language teacher education (SLTE). Using technology with pre- and in-service teachers has often been motivated by a desire to create a space where they can interact and ultimately learn with and from classmates, peers, language learners, and experts in the field. These interactions have been analyzed both from a cognitive and social perspective, for example, with a focus on critical thinking, collaboration, reflection, sense of community, and social-emotional support. In addition, the effectiveness of technology integration in SLTE has also been evaluated with regard to experiential learning to determine how the experience of using technology as learners affects pre- and in-service teachers’ willingness and ability to use it in their own teaching. In addition to a review of this research (including primary research frameworks and methods), this chapter describes some of the difficulties in implementing and researching technology integration in SLTE. It concludes with some concrete suggestions for future research based on gaps in the existing literature and trends in teacher education research.

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Authors and Affiliations

  1. Portland State University, Portland, OR, USA

    Nike Arnold

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  1. Nike Arnold
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Correspondence to Nike Arnold .

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Editors and Affiliations

  1. Portland, Oregon, USA

    Steven L. Thorne

  2. Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

    Stephen May

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Arnold, N. (2017). Technology and Second Language Teacher Professional Development. In: Thorne, S., May, S. (eds) Language, Education and Technology. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02237-6_21

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