This edited volume explores opportunities for integrating technology in the classroom and using digital tools including podcasts, gamification and artificial intelligence. It offers practical advice on planning, personalising and implementing technology-mediated language teaching in online, hybrid and in-person teaching contexts.
This volume offers a rich overview of current research and teaching strategies for the integration of technology into language teaching and learning. It introduces the Planning, Personalization and Implementation (PPI) methodological framework to support educators in engaging with the theoretical foundations and innovative practices that should guide the incorporation of technology into their teaching practices. While Spanish language teaching is used as an example, the recommendations can be applied to any language learning contexts. The thirteen chapters address a broad range of themes including accessibility, curriculum design, teacher attitudes, motivation, anxiety and feedback, and offer guidance on using digital tools such as podcasts, gamification and artificial intelligence. Written by an international group of scholars, this book serves as a roadmap for language professionals to effectively incorporate technology into any learning environment, whether face-to-face, hybrid or online.
This book will be available as an open access publication under a CC BY NC ND licence.
Arvustused
A timely addition to the growing scholarship on the impact of digital culture and technology on language education. This collection of essays by leading language specialists provides both crucial theoretical context and a well-structured practical framework for applying insights across a range of topics from assessment, virtual worlds, gamified learning, digital storytelling, access and inclusivity, to a critical engagement with AI. It will be invaluable to anyone considering the future of language teaching and learning in a rapidly changing and increasingly media-inflected pedagogical landscape. * Paul Spence, King's College London, UK * This book provides a refreshingly proactive yet comprehensive approach to maximizing the affordances current innovations in technology (e.g. AI) can offer to language teachers. The authors have put together an impressive collection of pertinent topics that include tools to implement a technology-mediated language teaching model. This is an essential resource for any language educator seeking to empower themselves (and their students) in the use of technology to promote learning in the instructed setting. * Ronald P. Leow, Georgetown University, USA *
Muu info
An essential tool for exploring how to maximise the use of technological resources in language teaching
Figures
Tables
Contributors
Javier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo: Planning,
Personalization, Implementation (PPI): Technology-Mediated Language Teaching
Part 1: Planning Technology Needs
Chapter
1. Melinda Dooly and Anna Comas-Quinn: Access to Technology and
Social Justice
Chapter
2. Marta González-Lloret: Curriculum Planning and Development in
Virtual Environments
Chapter
3. Inmaculada Gómez Soler and Marta Tecedor: Virtual Teachers
Beliefs, Attitudes and Competence
Chapter
4. Daria Mizza and Fernando Rubio: Effective Technological Practices
and Diversity
Part 2: Personalizing Learning and Teaching
Chapter
5. Luis Cerezo and Íñigo Yanguas: Motivation and Virtual Learning
Chapter
6. Zsuzsanna Bárkányi: Anxiety and Virtual Learning
Chapter
7. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Interaction in
Virtual Learning Environments
Chapter
8. Sonia Bailini: Assessment and Feedback in Virtual Learning
Environments
Part 3: Implementing Technology Resources
Chapter
9. Robert Blake, Lillian Jones and Cory Osburn: Hybrid and Online
Teaching and the Flipped Classroom
Chapter
10. Carlos Soler Montes and Olga Juan-Lázaro: Digital Language
Immersion (DLI) and Virtual Exchanges
Chapter
11. Ana Oskoz: Competences and Language Digitalization: Podcasts and
Digital Stories
Chapter
12. Luis Cerezo and Joan-Tomàs Pujolà: Digital Ludic Pedagogies
(DLP): Videogames, Minigames, Extended Realities and Robots
Epilogue: New Technology-Mediated Scenarios
Chapter
13. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Opportunities for
Artificial Intelligence (AI) in Language Teaching and Learning
Javier Muñoz-Basols is a Beatriz Galindo Distinguished Senior Researcher at the University of Seville, Spain, and Honorary Faculty Research Fellow at the University of Oxford, UK. He is the Co-Founder and Editor-in-Chief of the Journal of Spanish Language Teaching and President of the Association for the Teaching of Spanish as a Foreign Language (ASELE).
Mara Fuertes Gutiérrez is a Senior Lecturer in Spanish at the Open University, UK. Her recent research and publications focus on sociolinguistics applied to Spanish teaching, teacher training, and distance and online education. She is the Vice President of the Association for the Teaching of Spanish as a Foreign Language (ASELE) and Secretary of the Association of Hispanists of Great Britain and Ireland (AHGBI).
Luis Cerezo is an Associate Professor of Applied Linguistics at the American University, Washington, DC, USA. His research focuses on the teaching of additional languages through videogames, computer-mediated communication, and hybrid and online environments based on guided induction, metacognitive instruction and observational learning. He is also a member of the CALICO Journal editorial board.
