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Examining International Telecollaboration in Language Teacher Education

Examining International Telecollaboration in Language Teacher Education

Geoff Lawrence, Elana Spector-Cohen
Copyright: © 2018 |Pages: 24
ISBN13: 9781522554639|ISBN10: 1522554637|EISBN13: 9781522554646
DOI: 10.4018/978-1-5225-5463-9.ch018
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MLA

Lawrence, Geoff, and Elana Spector-Cohen. "Examining International Telecollaboration in Language Teacher Education." Cross-Cultural Perspectives on Technology-Enhanced Language Learning, edited by Dara Tafazoli, et al., IGI Global, 2018, pp. 322-345. https://doi.org/10.4018/978-1-5225-5463-9.ch018

APA

Lawrence, G. & Spector-Cohen, E. (2018). Examining International Telecollaboration in Language Teacher Education. In D. Tafazoli, M. Gomez Parra, & C. Huertas-Abril (Eds.), Cross-Cultural Perspectives on Technology-Enhanced Language Learning (pp. 322-345). IGI Global. https://doi.org/10.4018/978-1-5225-5463-9.ch018

Chicago

Lawrence, Geoff, and Elana Spector-Cohen. "Examining International Telecollaboration in Language Teacher Education." In Cross-Cultural Perspectives on Technology-Enhanced Language Learning, edited by Dara Tafazoli, M. Elena Gomez Parra, and Cristina A. Huertas-Abril, 322-345. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5463-9.ch018

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Abstract

This chapter presents findings of case study action research examining the impact of technology-mediated collaboration between teacher-learners in two graduate-level Applied Linguistics Master's programs in Canada and Israel. To date, little research has been conducted on international telecollaborative exchanges in language teacher education programs. This chapter will discuss teacher-learners' perceived benefits and challenges of this international telecollaborative exchange, its impact on beliefs towards the use of technology-mediated tools, and the relevance of these types of collaborations in language teacher education. The authors will highlight individual teacher-learner voices in this study that illustrate how teacher assumptions about authority, experience, and teacher identity evolve on individual pathways and are situated in complex, historically embedded paradigms of teaching and learning experience. The chapter will conclude with insights gained regarding strategies for implementing effective international telecollaborative exchanges in language teacher education programs.

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