1887
  1. Home
  2. Books
  3. Language Teacher Development in Digital Contexts
  4. Chapter

Chapter 7. Fostering (Critical) digital teaching competence through virtual exchange

image of Chapter 7. Fostering (Critical) digital teaching competence through virtual exchange

This chapter reports on findings in relation to one of the sub-questions that the Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project, an Erasmus+ funded European Policy Experimentation (EPE), set out to address. We explore how online (language) teacher trainees are best supported in developing critical digital literacy as framed by Darvin (2017) and Morris (2017) as well as critical digital teaching competence, which remains underexplored in Virtual Exchange (VE)-based teacher education. The insights gained from a close examination of one EVALUATE exchange highlight how crucial systematic reflective evaluation of the processes the trainees are involved in is for competence development in VE contexts.

References

  1. Allwright , D.
    (2003) Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113–141. 10.1191/1362168803lr118oa
     https://doi.org/10.1191/1362168803lr118oa [Google Scholar]
  2. Byram , M.
    (1997) Teaching and assessing intercultural communicative competence . Multilingual Matters.
     [Google Scholar]
  3. Chai, C. S. , Teo, T. , & Lee, C. B.
    (2010) Modelling the relationships among beliefs about learning, knowledge, and teaching of preservice teachers in Singapore. The Asia-Pacific Education Researcher, 79(1), 25-42. 10.3860/TAPER.V19I1.1507
     https://doi.org/10.3860/TAPER.V19I1.1507 [Google Scholar]
  4. Darvin , R.
    (2017) Language, ideology, and critical digital literacy. In S. Thorne & S. May (Eds.), Language, education and technology. Encyclopedia of language and education (pp.1–14). Springer.
     [Google Scholar]
  5. Desjardins , F. , & Peters, M.
    (2007) Single-course approach versus a program approach to develop technological competencies in preservice language teachers. In M. A. Kassen , R. Z. Lavine , K. Murphy-Judy , & M. Peters (Eds.), Preparing and developing technology-proficient L2 teachers (pp.3–21). CALICO Publications.
     [Google Scholar]
  6. Devlieger, M. , & Goossens, G.
    (2007) An assessment tool for the evaluation of teacher practice in powerful task-based language learning environments. In K. Van den Branden , K. Van Gorp , & M. Verhelst (Eds.), Tasks in action. Task-based language education form a classroom-based perspective (pp.92–130). Cambridge Scholars.
     [Google Scholar]
  7. Fuchs , C. , Hauck , M. , & Müller-Hartmann , A.
    (2012) Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3), 82–102. https://doi.org/10125/44301
     [Google Scholar]
  8. Giger , P.
    (2006) Participation literacy(Unpublished doctoral dissertation). Blekinge Institute of Technology.
     [Google Scholar]
  9. Guikema J. P. , & Menke, M. R.
    (2014) Preparing future foreign language teachers: The role of digital literacies. In J. P. Guikema , & L. Williams (Eds.), Digital literacies in foreign and second language education (pp.265–287). CALICO Publications.
     [Google Scholar]
  10. Guth , S. , & Helm , F.
    (2010) Introduction. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0: Language, literacy and intercultural learning in the 21st century (pp.13–38). Peter Lang.
     [Google Scholar]
  11. Hauck , M.
    (2010) The enactment of task design in telecollaboration 2.0. In M. Thomas , & H. Reinders (Eds.), Task-based language learning and teaching with technology (pp.197–217). Continuum.
     [Google Scholar]
  12. Hauck , M. , & Kurek , M.
    (2017) Digital Literacies in teacher preparation. In S. L. Thorne & S. May (Eds.), Language, education and technology, encyclopedia of language and education (3rd ed., pp. 275–287). Springer. 10.1007/978‑3‑319‑02237‑6_22
     https://doi.org/10.1007/978-3-319-02237-6_22 [Google Scholar]
  13. Hauck , M. , Müller-Hartmann , A. , Rienties, B. , & Rogaten , J.
    (2020) Approaches to researching digital pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3, 5–35. 10.21827/jve.3.36082
     https://doi.org/10.21827/jve.3.36082 [Google Scholar]
  14. Hauck , M. , & Warnecke, S.
    (2012) Fostering social presence through task design. Fremdsprachen und Hochschule, 85(2), 175–200.
     [Google Scholar]
  15. Helm , F.
    (2014) Developing digital literacies through virtual exchange. Elearning Papers, 38, 1–10.
     [Google Scholar]
  16. Hoven , D.
    (2006) Designing for disruption: Remodeling a blended course in technology in (language) teacher education. Presented at the 23rd Annual Ascilite Conference: Who’s learning? Whose technology?University of Sydney.
     [Google Scholar]
  17. Kehrwald , B.
    (2008) Understanding social presence in text-based online learning environments. Distance Education, 29(1), 89–106. 10.1080/01587910802004860
     https://doi.org/10.1080/01587910802004860 [Google Scholar]
  18. Kimmons , R.
    (2015) Examining TPACK’s theoretical future. Journal of Technology and Teacher Education, 23(1), 53–77.
     [Google Scholar]
  19. Knobel , M. , & Lankshear, C.
    (2014) Studying new literacies. Journal of Adolescent & Adult Literacy, 58(2), 97–101. 10.1002/jaal.314
     https://doi.org/10.1002/jaal.314 [Google Scholar]
  20. Koehler , M. J. , & Mishra , P.
    (2005) Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102. 10.1080/10402454.2005.10784518
     https://doi.org/10.1080/10402454.2005.10784518 [Google Scholar]
  21. Kurek , M. , & Müller-Hartmann , A.
    (2017) Task design for telecollaborative exchanges: In search of new criteria. System, 64, 7–20. 10.1016/j.system.2016.12.004
     https://doi.org/10.1016/j.system.2016.12.004 [Google Scholar]
  22. (2019) The formative role of teaching presence in blended Virtual Exchange . Language Learning & Technology, 23(3), 52–73. https://doi.org/10125/44696
     [Google Scholar]
  23. Mishra , P. , & Koehler , M. J.
    (2006) Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. 10.1111/j.1467‑9620.2006.00684.x
     https://doi.org/10.1111/j.1467-9620.2006.00684.x [Google Scholar]
  24. Morris , J. M.
    (2017) Critical Pedagogy and Design. Retrieved on 7 July 2021 fromhttps://www.seanmichaelmorris.com/critical-digital-pedagogy-and-design
     [Google Scholar]
  25. Müller-Hartmann , A.
    (2006) Learning how to teach intercultural communicative competence via telecollaboration: A model for language teacher education. In J. A. Belz & S. L. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp.63–84). Thomson Heinle.
     [Google Scholar]
  26. (2007) The teacher role in telecollaboration: Setting up and managing exchanges. In R. O’Dowd (Ed.), Online intercultural exchange. An introduction for foreign language teachers (pp.167–192). Multilingual Matters. 10.21832/9781847690104‑010
     https://doi.org/10.21832/9781847690104-010 [Google Scholar]
  27. Müller-Hartmann , A. , O’Dowd , R.
    , & Colleagues from The EVALUATE Group (2017) A training manual on telecollaboration for teacher trainers. Retrieved on 7 July 2021 fromhttps://www.unicollaboration.org/wp-content/uploads/2020/08/Training-Manual_Final_EVALUATE.pdf
     [Google Scholar]
  28. O’Dowd , R.
    (2015) The competences of the telecollaborative teacher. The Language Learning Journal, 43(2), 194–207. 10.1080/09571736.2013.853374
     https://doi.org/10.1080/09571736.2013.853374 [Google Scholar]
  29. (2018) From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1–23. Research-publishing.net. 10.14705/rpnet.2018.jve.1
     https://doi.org/10.14705/rpnet.2018.jve.1 [Google Scholar]
  30. O’Dowd , R. , & Ware , P.
    (2009) Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173–188. 10.1080/09588220902778369
     https://doi.org/10.1080/09588220902778369 [Google Scholar]
  31. Pegrum , M.
    (2010) I link, therefore I am: Network literacy as a core digital literacy. E-Learning and Digital Media, 7(4), 346–354. 10.2304/elea.2010.7.4.346
     https://doi.org/10.2304/elea.2010.7.4.346 [Google Scholar]
  32. Rogaten , J. , Rienties, B. , Sharpe, R. , Cross, S. , Whitelock, D. , Lygo-Baker, S. , & Littlejohn, A.
    (2018) Reviewing affective, behavioural, and cognitive learning gains in higher education. Assessment & Evaluation in Higher Education, 44(3), 321–337. 10.1080/02602938.2018.1504277
     https://doi.org/10.1080/02602938.2018.1504277 [Google Scholar]
  33. Rosenberg , J. M. , & Koehler, M. J.
    (2015) Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. 10.1080/15391523.2015.1052663
     https://doi.org/10.1080/15391523.2015.1052663 [Google Scholar]
  34. Schmidt, D. A. , Baran , E. , Thompson, A. D. , Koehler , M. J. , & Mishra , P.
    (2009) Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. 10.1080/15391523.2009.10782544
     https://doi.org/10.1080/15391523.2009.10782544 [Google Scholar]
  35. The EVALUATE Group
    The EVALUATE Group (2019a) Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net. 10.14705/rpnet.2019.29.9782490057337
     https://doi.org/10.14705/rpnet.2019.29.9782490057337 [Google Scholar]
  36. The EVALUATE Group
    The EVALUATE Group (2019b) Executive summary – the key findings from the EVALUATE European policy experiment project on the impact of virtual exchange on initial teacher education. Research-publishing.net. 10.14705/rpnet.2019.30.9782490057344
     https://doi.org/10.14705/rpnet.2019.30.9782490057344 [Google Scholar]
  37. Torgerson , D. J. , & Torgerson, C.
    (2008) Designing randomised trials in health, education and the social sciences: An introduction. Palgrave Macmillan. 10.1057/9780230583993
     https://doi.org/10.1057/9780230583993 [Google Scholar]
  38. Ware , P. , & Kramsch , C.
    (2005) Toward an intercultural stance: Teaching German and English through telecollaboration. The Modern Language Journal, 89, 190–205. 10.1111/j.1540‑4781.2005.00274.x
     https://doi.org/10.1111/j.1540-4781.2005.00274.x [Google Scholar]
  39. Zhang, Y. , & Wildemuth, B. M.
    (2009) Qualitative analysis of content. In B. M. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp.1–12). Libraries Unlimited.
     [Google Scholar]

References

  1. Allwright , D.
    (2003) Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113–141. 10.1191/1362168803lr118oa
     https://doi.org/10.1191/1362168803lr118oa [Google Scholar]
  2. Byram , M.
    (1997) Teaching and assessing intercultural communicative competence . Multilingual Matters.
     [Google Scholar]
  3. Chai, C. S. , Teo, T. , & Lee, C. B.
    (2010) Modelling the relationships among beliefs about learning, knowledge, and teaching of preservice teachers in Singapore. The Asia-Pacific Education Researcher, 79(1), 25-42. 10.3860/TAPER.V19I1.1507
     https://doi.org/10.3860/TAPER.V19I1.1507 [Google Scholar]
  4. Darvin , R.
    (2017) Language, ideology, and critical digital literacy. In S. Thorne & S. May (Eds.), Language, education and technology. Encyclopedia of language and education (pp.1–14). Springer.
     [Google Scholar]
  5. Desjardins , F. , & Peters, M.
    (2007) Single-course approach versus a program approach to develop technological competencies in preservice language teachers. In M. A. Kassen , R. Z. Lavine , K. Murphy-Judy , & M. Peters (Eds.), Preparing and developing technology-proficient L2 teachers (pp.3–21). CALICO Publications.
     [Google Scholar]
  6. Devlieger, M. , & Goossens, G.
    (2007) An assessment tool for the evaluation of teacher practice in powerful task-based language learning environments. In K. Van den Branden , K. Van Gorp , & M. Verhelst (Eds.), Tasks in action. Task-based language education form a classroom-based perspective (pp.92–130). Cambridge Scholars.
     [Google Scholar]
  7. Fuchs , C. , Hauck , M. , & Müller-Hartmann , A.
    (2012) Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3), 82–102. https://doi.org/10125/44301
     [Google Scholar]
  8. Giger , P.
    (2006) Participation literacy(Unpublished doctoral dissertation). Blekinge Institute of Technology.
     [Google Scholar]
  9. Guikema J. P. , & Menke, M. R.
    (2014) Preparing future foreign language teachers: The role of digital literacies. In J. P. Guikema , & L. Williams (Eds.), Digital literacies in foreign and second language education (pp.265–287). CALICO Publications.
     [Google Scholar]
  10. Guth , S. , & Helm , F.
    (2010) Introduction. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0: Language, literacy and intercultural learning in the 21st century (pp.13–38). Peter Lang.
     [Google Scholar]
  11. Hauck , M.
    (2010) The enactment of task design in telecollaboration 2.0. In M. Thomas , & H. Reinders (Eds.), Task-based language learning and teaching with technology (pp.197–217). Continuum.
     [Google Scholar]
  12. Hauck , M. , & Kurek , M.
    (2017) Digital Literacies in teacher preparation. In S. L. Thorne & S. May (Eds.), Language, education and technology, encyclopedia of language and education (3rd ed., pp. 275–287). Springer. 10.1007/978‑3‑319‑02237‑6_22
     https://doi.org/10.1007/978-3-319-02237-6_22 [Google Scholar]
  13. Hauck , M. , Müller-Hartmann , A. , Rienties, B. , & Rogaten , J.
    (2020) Approaches to researching digital pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3, 5–35. 10.21827/jve.3.36082
     https://doi.org/10.21827/jve.3.36082 [Google Scholar]
  14. Hauck , M. , & Warnecke, S.
    (2012) Fostering social presence through task design. Fremdsprachen und Hochschule, 85(2), 175–200.
     [Google Scholar]
  15. Helm , F.
    (2014) Developing digital literacies through virtual exchange. Elearning Papers, 38, 1–10.
     [Google Scholar]
  16. Hoven , D.
    (2006) Designing for disruption: Remodeling a blended course in technology in (language) teacher education. Presented at the 23rd Annual Ascilite Conference: Who’s learning? Whose technology?University of Sydney.
     [Google Scholar]
  17. Kehrwald , B.
    (2008) Understanding social presence in text-based online learning environments. Distance Education, 29(1), 89–106. 10.1080/01587910802004860
     https://doi.org/10.1080/01587910802004860 [Google Scholar]
  18. Kimmons , R.
    (2015) Examining TPACK’s theoretical future. Journal of Technology and Teacher Education, 23(1), 53–77.
     [Google Scholar]
  19. Knobel , M. , & Lankshear, C.
    (2014) Studying new literacies. Journal of Adolescent & Adult Literacy, 58(2), 97–101. 10.1002/jaal.314
     https://doi.org/10.1002/jaal.314 [Google Scholar]
  20. Koehler , M. J. , & Mishra , P.
    (2005) Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102. 10.1080/10402454.2005.10784518
     https://doi.org/10.1080/10402454.2005.10784518 [Google Scholar]
  21. Kurek , M. , & Müller-Hartmann , A.
    (2017) Task design for telecollaborative exchanges: In search of new criteria. System, 64, 7–20. 10.1016/j.system.2016.12.004
     https://doi.org/10.1016/j.system.2016.12.004 [Google Scholar]
  22. (2019) The formative role of teaching presence in blended Virtual Exchange . Language Learning & Technology, 23(3), 52–73. https://doi.org/10125/44696
     [Google Scholar]
  23. Mishra , P. , & Koehler , M. J.
    (2006) Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. 10.1111/j.1467‑9620.2006.00684.x
     https://doi.org/10.1111/j.1467-9620.2006.00684.x [Google Scholar]
  24. Morris , J. M.
    (2017) Critical Pedagogy and Design. Retrieved on 7 July 2021 fromhttps://www.seanmichaelmorris.com/critical-digital-pedagogy-and-design
     [Google Scholar]
  25. Müller-Hartmann , A.
    (2006) Learning how to teach intercultural communicative competence via telecollaboration: A model for language teacher education. In J. A. Belz & S. L. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp.63–84). Thomson Heinle.
     [Google Scholar]
  26. (2007) The teacher role in telecollaboration: Setting up and managing exchanges. In R. O’Dowd (Ed.), Online intercultural exchange. An introduction for foreign language teachers (pp.167–192). Multilingual Matters. 10.21832/9781847690104‑010
     https://doi.org/10.21832/9781847690104-010 [Google Scholar]
  27. Müller-Hartmann , A. , O’Dowd , R.
    , & Colleagues from The EVALUATE Group (2017) A training manual on telecollaboration for teacher trainers. Retrieved on 7 July 2021 fromhttps://www.unicollaboration.org/wp-content/uploads/2020/08/Training-Manual_Final_EVALUATE.pdf
     [Google Scholar]
  28. O’Dowd , R.
    (2015) The competences of the telecollaborative teacher. The Language Learning Journal, 43(2), 194–207. 10.1080/09571736.2013.853374
     https://doi.org/10.1080/09571736.2013.853374 [Google Scholar]
  29. (2018) From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1–23. Research-publishing.net. 10.14705/rpnet.2018.jve.1
     https://doi.org/10.14705/rpnet.2018.jve.1 [Google Scholar]
  30. O’Dowd , R. , & Ware , P.
    (2009) Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173–188. 10.1080/09588220902778369
     https://doi.org/10.1080/09588220902778369 [Google Scholar]
  31. Pegrum , M.
    (2010) I link, therefore I am: Network literacy as a core digital literacy. E-Learning and Digital Media, 7(4), 346–354. 10.2304/elea.2010.7.4.346
     https://doi.org/10.2304/elea.2010.7.4.346 [Google Scholar]
  32. Rogaten , J. , Rienties, B. , Sharpe, R. , Cross, S. , Whitelock, D. , Lygo-Baker, S. , & Littlejohn, A.
    (2018) Reviewing affective, behavioural, and cognitive learning gains in higher education. Assessment & Evaluation in Higher Education, 44(3), 321–337. 10.1080/02602938.2018.1504277
     https://doi.org/10.1080/02602938.2018.1504277 [Google Scholar]
  33. Rosenberg , J. M. , & Koehler, M. J.
    (2015) Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. 10.1080/15391523.2015.1052663
     https://doi.org/10.1080/15391523.2015.1052663 [Google Scholar]
  34. Schmidt, D. A. , Baran , E. , Thompson, A. D. , Koehler , M. J. , & Mishra , P.
    (2009) Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. 10.1080/15391523.2009.10782544
     https://doi.org/10.1080/15391523.2009.10782544 [Google Scholar]
  35. The EVALUATE Group
    The EVALUATE Group (2019a) Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net. 10.14705/rpnet.2019.29.9782490057337
     https://doi.org/10.14705/rpnet.2019.29.9782490057337 [Google Scholar]
  36. The EVALUATE Group
    The EVALUATE Group (2019b) Executive summary – the key findings from the EVALUATE European policy experiment project on the impact of virtual exchange on initial teacher education. Research-publishing.net. 10.14705/rpnet.2019.30.9782490057344
     https://doi.org/10.14705/rpnet.2019.30.9782490057344 [Google Scholar]
  37. Torgerson , D. J. , & Torgerson, C.
    (2008) Designing randomised trials in health, education and the social sciences: An introduction. Palgrave Macmillan. 10.1057/9780230583993
     https://doi.org/10.1057/9780230583993 [Google Scholar]
  38. Ware , P. , & Kramsch , C.
    (2005) Toward an intercultural stance: Teaching German and English through telecollaboration. The Modern Language Journal, 89, 190–205. 10.1111/j.1540‑4781.2005.00274.x
     https://doi.org/10.1111/j.1540-4781.2005.00274.x [Google Scholar]
  39. Zhang, Y. , & Wildemuth, B. M.
    (2009) Qualitative analysis of content. In B. M. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp.1–12). Libraries Unlimited.
     [Google Scholar]

  • From This Site

    /content/books/9789027258243-lllt.57.07mul
    dcterms_subject,pub_keyword
    -contentType:Journal
    10
    5
/content/books/9789027258243-lllt.57.07mul
dcterms_subject,pub_keyword
-contentType:Journal
10
5
Chapter
content/books/9789027258243
Book
false
Loading
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error