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A new approach to training and evaluating world languages online
instructors The rapid growth in online world language programs in
the United States coupled with the widespread implementation of
virtual teaching in response to COVID-19 have pushed the field to
reconceive instruction. Virtual learning creates unique challenges
for instructors, who need to ensure that their students have
adequate interaction with their peers, their professor, and native
speakers of the language. Even with a growing demand for online
language courses, there are few tools that evaluate the training
and assessment of online language instructors. In Online World
Language Instruction Training and Assessment, authors Carmen King
Ramirez, Barbara A. Lafford, and James E. Wermers fill that gap,
providing a critical pedagogical approach to computer-assisted
language learning (CALL) teacher education (CTE). By combining best
CTE training and evaluation practices with assessment tools, the
authors explain how teachers can integrate technology to build
successful online programs. Their ecological, holistic approach
addresses all facets of learning online-including pressing
challenges of moving courses online, teacher training, developing
core competencies and skills, instructions for assessment and
self-evaluation, goal setting, and the normalization of critical
CTE practices in an increasingly digital environment. The authors
propose new solutions to teacher training challenges, providing
extensive rubrics and tools that can equitably assess online
language instructor skills, the training they receive, the
assessment process they undergo, and the instruments used for
instructor assessment. A list of CALL and CTE resources (available
on the Press's website) further supports readers' successful
adaptation to an everchanging learning environment.
A new approach to training and evaluating world languages online
instructors The rapid growth in online world language programs in
the United States coupled with the widespread implementation of
virtual teaching in response to COVID-19 have pushed the field to
reconceive instruction. Virtual learning creates unique challenges
for instructors, who need to ensure that their students have
adequate interaction with their peers, their professor, and native
speakers of the language. Even with a growing demand for online
language courses, there are few tools that evaluate the training
and assessment of online language instructors. In Online World
Language Instruction Training and Assessment, authors Carmen King
Ramirez, Barbara A. Lafford, and James E. Wermers fill that gap,
providing a critical pedagogical approach to computer-assisted
language learning (CALL) teacher education (CTE). By combining best
CTE training and evaluation practices with assessment tools, the
authors explain how teachers can integrate technology to build
successful online programs. Their ecological, holistic approach
addresses all facets of learning online-including pressing
challenges of moving courses online, teacher training, developing
core competencies and skills, instructions for assessment and
self-evaluation, goal setting, and the normalization of critical
CTE practices in an increasingly digital environment. The authors
propose new solutions to teacher training challenges, providing
extensive rubrics and tools that can equitably assess online
language instructor skills, the training they receive, the
assessment process they undergo, and the instruments used for
instructor assessment. A list of CALL and CTE resources (available
on the Press's website) further supports readers' successful
adaptation to an everchanging learning environment.
This book explores intersections of theory and practice to engage
queer theory and education as it happens both in and beyond the
university. Furthering work on queer pedagogy, this volume brings
together educators and activists who explore how we see, write,
read, experience, and, especially, teach through the fluid space of
queerness. The editors and contributors are interested in how
queer-identified and -influenced people create ideas, works,
classrooms, and other spaces that vivify relational and
(eco)systems thinking, thus challenging accepted hierarchies,
binaries, and hegemonies that have long dominated pedagogy and
praxis.
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