Embedding Digital Literacies in the Language Teacher Education Curriculum
Pre-Service and In-Service Teachers’ Perspectives
DOI:
https://doi.org/10.1558/cj.25987Keywords:
digital literacy, collaborative reading, reading for writing, digital multimodal composing, infographicAbstract
This article reports an empirical study on embedding digital literacies in the language teacher education curriculum with pre-service and in-service teachers enrolled in a graduate-level language teaching method course. Two different types of technology-mediated collaborative tasks were implemented, one being collaborative reading for writing using Perusall and Google Docs, and the other being collaborative infographic composing using Canva. The analyses of the participants’ semi-structured individual interviews revealed multiple benefits of digital practices that the pre-service and in-service teachers perceived, including enhancing content learning, providing cognitive scaffolding, fostering communication/collaboration skills, fostering creativity, enhancing learning motivation, improving pedagogic skills, and developing digital literacy skills. They also reported detailed plans or practices for implementing digital pedagogy using the same technology tools, adopting similar tasks, and extending the digital tasks. This study contributes to the underrepresented research domain on digital pedagogy for language teacher training.
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