CALICO Journal, Vol 30, No 1 (2013)

Exploring the Unique Case of a Professional Development Program on Web 2.0 Technologies for Teachers of German

Carolina Bustamante, Aleidine J Moeller
Issued Date: 7 Aug 2014


Literature indicates that the use of technology is beneficial to students’ learning (Berger, 2010; Brabec, Fisher & Pitler, 2004; Krentler & Willis-Flurry, 2005; Learning Point Associates, 2006; Miners, 2009). However, evidence on the integration of technology into teaching and learning suggests technology has not been implemented in effective ways (Becker, 1999; Hart et al., 2002; Keengwe, Onchwari, & Wachira, 2008; Mishra & Koehler, 2006). To address this problem, the purpose of this qualitative case study will be to describe a unique professional development program on Web 2.0 technologies for teachers of German using the TPACK framework (Mishra & Koehler, 2006). To gather data, participants were asked open-ended questions about the process of learning about these tools and integration in the classroom. Documents and audio-visual materials were also analyzed. These data led to the following themes: A hands-on experience; technology, pedagogy, and content together; discussing pedagogy; technology integration; and disconfirming evidence. These themes will be useful in the design of effective professional development programs on the use of technology, benefiting foreign language teachers, teacher educators, and school administrators.

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DOI: 10.11139/cj.30.1.82-104


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