|Technology Application in Teacher Education
Guohua, Liu and Lin, Jing
|Full Text 1-23|
Much of the field we call educational technology has links that go back for almost a hundred years, at least to the museum movement in the early part of the 20th century. The museum movement and the success of training and development work during the two world wars were major factors in the development of the field. Educational technology flourished in the 1950s and continues to play an important role in many colleges of education. The particular subdiscipline of educational technology we will explore in this paper does not have a long history. Information technology and teacher education (ITTE) is now a scholarly and professional discipline, but it has only recently become so. During the 1970s and early 1980s, while most educational technology programs continued to emphasize more traditional concepts and skills such as the systematic design and development of instructional materials, a separate group of graduate programs emerged that provided some of the foundations for ITTE. These programs, usually at the master's level but sometimes at the doctoral level, were generally known as "educational computing" programs. They dealt with skills and concepts needed to support the educational uses of computers in schools (and to some extent in business and industry). During the 1970s, the use of computers for education was quite limited, and many programs attempted to be all things to all people. However, as the field developed and the technology available became more diverse and complex, it became obvious that there was a need for specialization.
|Application of Corpus Linguistics to EFL Teacher Education in South China Normal University
|Full Text 24-29|
Abstract: This paper reports the application of corpus linguistics to EFL teacher education in South China Normal University in the past 10 years. Focus is laid on solving problems including: where to get relevant corpus for learners, how to design corpus-aided activity for daily teaching goals, how to make corpus manageable in classroom teaching and how to enhance teaching practice by corpus research.The practice is featured in four aspects: 1) Constructing and sharing EFL pedagogical corpora by both learners and teachers, making it as a component in teacher education courses. 2) Starting from textbook-corpus analysis and resulting in corpus-aided exercise design, taking it as one of the goals in teacher education. This includes investigating quantity and quality of textbook input and salient features in different types of exercise design. Linguistic forms and patterns retrieved from the corpus are further associated with pedagogical ideology embedded. 3) Implementing data-driven learning approach in classroom teaching by improving the teaching environment in terms of both soft ware and hard ware. 4) Reflecting teaching effect by corpus-based research.Some examples of the above are presented and problems are discussed. All this indicates that extension from corpus linguistic research to teaching practice has to be initiated in language teacher education.