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ERIC Number: EJ1003874
Record Type: Journal
Publication Date: 2013-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0742-7778
The Convergence of Content, Pedagogy, and Technology in Online Professional Development for Teachers of German: An Intrinsic Case Study
Bustamante, Carolina; Moeller, Aleidine J.
CALICO Journal, v30 n1 p82-104 Jan 2013
This qualitative case study describes a unique online professional development program utilizing Web 2.0 technologies for teachers of German using the Technological Pedagogical Content Knowledge (TPACK) model as a theoretical framework to promote technology literacy, expand German language proficiency and cultural knowledge, and integrate standards-based best practices in the teaching of second languages (Mishra & Koehler, 2006). Data sources included interviews, open-ended questions, course documents, and audio-visual products. Upon triangulation of these data, the following themes emerged as effective strategies in designing professional development programs: hands-on experience; convergence of technology, pedagogy, and content; discussion and reflection on pedagogy; and technology implementation into the classroom. These themes and strategies can aid in designing future effective professional development programs for language teachers, teacher educators, and school districts. (Contains 1 figure, 2 tables and 1 note.)
Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A