Volume 05 - Issue 1

Article Visual methods as a window into teacher cognition and technology Integration

Authors
Arnold, Nike; Ducate, Lara
Volume
Volume 05 - Issue 1
Date Issued
2024-12-04
Keywords
Mind Maps; Teacher Cognition; Teacher Training; Computer Assisted Language Learning
Publisher
University of Hawaii National Foreign Language Resource Center; (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Resources in Culture, Language, and Literacy; Second Language Teaching and Resource Center)
URI/DOI
/10125/69888
PDF
Citation
Arnold, N., & Ducate, L. (2024). Visual Methods as a Window into Teacher Cognition and Technology Integration. Second Language Research & Practice, 5(1), 66-88. https://hdl.handle.net/10125/69888
Record Details
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Abstract
While it is widely recognized that educational technology can enhance student learning and achievement, there are still questions about how to prepare teachers to make best use of these affordances (Kessler, 2021). Teachers’ beliefs and knowledge play a vital role in how technology is integrated. Using teacher cognition as a theoretical framework and mind maps as a data source, this study examines the impact of a stand-alone CALL course on graduate teaching assistants’ and undergraduate pre-service teachers’ cognition in regard to teaching with technology. The results reveal highly variable cognitive development and represent a reorganization of pre-service teachers’ views of technology for teaching second languages.