The Convergence of Content, Pedagogy, and Technology in Online Professional Development for Teachers of German: An Intrinsic Case Study

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 proficien...

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Bibliographic Details
Published in:CALICO journal 2013-01, Vol.30 (1), p.82-104
Main Authors: Bustamante, Carolina, Moeller, Aleidine J.
Format: Article
Language:English
Subjects:
Best Practices
Calico
Case studies
Cultural Awareness
Educational Technology
Faculty Development
German
German language
Interviews
Language Proficiency
Language Teachers
Methods
Mixed Methods Research
Nonnative languages
Pedagogical Content Knowledge
Pedagogy
Professional development
Reflection
Second Language Instruction
Second Language Learning
Study and teaching
Teacher Attitudes
Teacher Educators
Teachers
Teaching Methods
Technology
Technology integration
Training
Web 2.0
Web 2.0 Technologies
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Description
Summary: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.
ISSN:0742-7778
2056-9017
DOI:10.11139/cj.30.1.82-104