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Perceptions and Anxiety of UsingInformation Technology in Teaching        Chinese Language  对中文教学中数位技术应用的      认知和焦虑问题的探讨 ...
Panel Outline• Part 1: Introduction of the Research 研究介绍• Part 2: Methods  方法论• Part 3: Redesigning Teacher Training Model...
Part 1           Introduction of the Research:                   研究介绍Phenomenon:How we perceive & Why we are anxiousA New ...
Theories and Practices:               理论和实践              Promises & Perils               Kubler (2010)                   F...
Theories and Practices:                      理论和实践Promises & Perils, Kubler (2010)        Beatty (2003)1. Technology assis...
Theories and Practices:              FactorsPersonal        Institutional   Technological
Theories and Practices:         Beliefs & Perceptions  Teo, Chai, Hung and Lee (2011)-- Is there a significant relationshi...
Theories and Practices:                     理论和实践          Beliefs & Perceptions   Teo, Chai, Hung and Lee (2011)Correlati...
Theories and Practices:                     理论和实践          Beliefs & Perceptions   Teo, Chai, Hung and Lee (2011)Correlati...
Purposes of the Research:研究目的To investigate1. perceptions of integrating information technology in      teaching CFL among...
Research questions: 研究问题  1. What are the impacts of the teachers’ self-perception about using technology and self-perceiv...
Research questions:  1. What are the impacts of the teachers’ self-perception about using technology and self-perceivedcom...
General Information about the survey:      (1): Demographic Info           问卷基本资料          Total: 188 respondents         ...
General Information about the survey:   (2): Educational Background    问卷基本资料 – 教育背景120100 80 60         118 40 20   44   ...
Part 2                  Methods:                  方法论Descriptive correlational research (Survey)            描述性的相关研究- Corr...
Data analysis and Findings :               数据分析和发现  Validity and reliability of theresearch 研究的可信度和可靠度1. The survey was us...
Data analysis and Findings :            数据分析和发现Variables/Factors:1. Gender/age/age/degrees/Institutions type/background 2....
Data analysis and Findings :              数据分析和发现1. Self-perceptions of using IT in teaching vs. number of devicesused in ...
Data analysis and Findings :                数据分析和发现4. Years of teaching experience vs. self-perceptions of using        IT...
Data analysis and Findings :                 数据分析和发现Anxiety of using IT in teaching:Higher self- perceptions of the use of...
Data analysis and Findings :                     数据分析和发现Teacher Training (教师培训)       Chinese training background (CTB) vs...
Data analysis and Findings :           数据分析和发现Teacher Training (教师培训):A need assessment 需求分析    Did more training in digit...
Part 3: Redesigning Teacher Training Model: 教师培训模式的再设计Teacher Training (教师培训):A need assessment 需求分析人数最多选的焦虑选項?     1. Pen...
Part 3:Redesigning Teacher Training Model:教师培训模式的再设计 Pedagogical Goals教学目标(PG) Instructional Design 教学设计(ID) Information T...
Part 3: Redesigning Teacher Training Model: 教师培训模式的再设计            “授人以鱼不如授人以渔”  1. Promote best practice based training;  ...
Demos from Dai Laoshi and Peiyu-- Use of blog in teaching CFL-- Concept of cloud computing inteaching CFL
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Transcript of "PerceptionOfUsingITinTeachingCFL"

  1. 1. Perceptions and Anxiety of UsingInformation Technology in Teaching Chinese Language 对中文教学中数位技术应用的 认知和焦虑问题的探讨 Jinhuei Enya Dai, Henry Ruan, Peiyu Yeh ACTFL 2012, Philadephia CLASS Presentation November 17, 2012
  2. 2. Panel Outline• Part 1: Introduction of the Research 研究介绍• Part 2: Methods 方法论• Part 3: Redesigning Teacher Training Model: 教师培训模式的再设计
  3. 3. Part 1 Introduction of the Research: 研究介绍Phenomenon:How we perceive & Why we are anxiousA New Way of Life?A New Way of Teaching?A Complimentary approach?
  4. 4. Theories and Practices: 理论和实践 Promises & Perils Kubler (2010) FactorsPersonal Institutional Technological Beliefs & Perceptions Teo, Chai, Hung and Lee (2011)
  5. 5. Theories and Practices: 理论和实践Promises & Perils, Kubler (2010) Beatty (2003)1. Technology assists language teaching and learning 科技为辅2. Retain students’ interest (digital generation) 兴趣为主3. The pedagogical goals drive the technology.教学至上
  6. 6. Theories and Practices: FactorsPersonal Institutional Technological
  7. 7. Theories and Practices: Beliefs & Perceptions Teo, Chai, Hung and Lee (2011)-- Is there a significant relationship between one’s beliefs about teaching and use of technology?-- Is the use of technology significantly predicted by beliefs aboutteaching, gender and age?Transmissionist and constructivist知识传输(授业)+ 建构主义(交流、任务、反向设计)
  8. 8. Theories and Practices: 理论和实践 Beliefs & Perceptions Teo, Chai, Hung and Lee (2011)Correlation between beliefs about teaching and use of technology CT TT CUTT - .255*CU .590* -.146*TU .509* -.077 .771*Notes: ** Correlation is significant at the 0.01 level (2-tailed).
  9. 9. Theories and Practices: 理论和实践 Beliefs & Perceptions Teo, Chai, Hung and Lee (2011)Correlation between beliefs about teaching and use of technology CT TT CUTT - .255*CU .590*  -.146*TU .509*  -.077 .771* Notes: ** Correlation is significant at the 0.01 level (2-tailed).
  10. 10. Purposes of the Research:研究目的To investigate1. perceptions of integrating information technology in teaching CFL among Chinese language teachers2. its relationship with the actual use in the classroom3. redesign teacher training model A C B
  11. 11. Research questions: 研究问题 1. What are the impacts of the teachers’ self-perception about using technology and self-perceivedcomputer ability on using digital/information technologyin teaching CFL? 2. How do we redesign the teacher training modelbased on the findings of this research?
  12. 12. Research questions: 1. What are the impacts of the teachers’ self-perception about using technology and self-perceivedcomputer ability on using digital and informationaltechnology in teaching Chinese? -- factors -- teachers’ perceptions -- teachers’ anxiety 2. How do we redesign the teacher training modelbased on the current teachers’ perceptions about the useof information technology? -- pedagogical goals drive the use of technology -- becoming a self-motivator -- master skills to implement strategies
  13. 13. General Information about the survey: (1): Demographic Info 问卷基本资料 Total: 188 respondents 42 Female 23% Male 146 77%
  14. 14. General Information about the survey: (2): Educational Background 问卷基本资料 – 教育背景120100 80 60 118 40 20 44 23 0 1 3
  15. 15. Part 2 Methods: 方法论Descriptive correlational research (Survey) 描述性的相关研究- Correlational analyses (SPSS)- Not an investigation of any causal relationshipsParticipants:K-12 (77)College (65)Mixed (44)
  16. 16. Data analysis and Findings : 数据分析和发现 Validity and reliability of theresearch 研究的可信度和可靠度1. The survey was used byMonterey Institute ofInternational Studies and wasmodified to suit the purposesfor this research.2. Cronbach’s Alpha (.76)
  17. 17. Data analysis and Findings : 数据分析和发现Variables/Factors:1. Gender/age/age/degrees/Institutions type/background 2. Language training/technology training3. Years of teaching experience4. Self-perceived computing skills (#19) 5. Self-perceived ability to integrate IT in teaching (#23) (DV)6. Self-perception about the integration of IT in teaching Chinese (#20)7. Number of digital devices used in the classrooms (DV)8. Anxiety of using IT(#24)
  18. 18. Data analysis and Findings : 数据分析和发现1. Self-perceptions of using IT in teaching vs. number of devicesused in teaching,r = .33, p < .001, n = 179;2. Self-perceptions of using IT vs. self-perceived computerability ,r = .49, p < .001, n = 178;3. Self-perceived ability to use IT in teaching vs. Number ofdigital devices used in teaching,r = .34, p < .001, n = 178
  19. 19. Data analysis and Findings : 数据分析和发现4. Years of teaching experience vs. self-perceptions of using IT in teaching, r = -.24, p = .001, n = 178;5. Years of teaching experience vs. self-perceived computer ability r = -. 16, p = .028, n = 178;6. Years of teaching experience vs. number of devices used in teaching, no correlation
  20. 20. Data analysis and Findings : 数据分析和发现Anxiety of using IT in teaching:Higher self- perceptions of the use of technology in teaching, higherthe level of the anxiety, r = .96, p = .000, n = 179 越是认为数位化教学重要, 焦虑程度越高。Strong correlation between the level of anxiety and the self-perceived ability of using IT in teaching r = .57, p = .000, n = 178 数位教学自我认知能力越高, 焦虑程度越高。Technology training vs. self-perceived ability of using IT #23, r = .35, p = .000, n = 177
  21. 21. Data analysis and Findings : 数据分析和发现Teacher Training (教师培训) Chinese training background (CTB) vs. perceptions of using IT in teaching (教师的培训背景 vs. 使用数位工具的认知), r = .256 CTB vs. the number of devices used in teaching (教师的培训背 景 vs. 教学中使用数位工具的数量), r = .176 Technology training vs. perception of using IT in teaching(科技 培训 vs. 教 学中使用数位工具的认知), r = .221, p = .003, n = 176
  22. 22. Data analysis and Findings : 数据分析和发现Teacher Training (教师培训):A need assessment 需求分析 Did more training in digital technology reduce the anxiety? 接受較多數位培訓是否就降低憂慮程度? Technology training vs. level of anxiety r = .176, p = .000, n = 178
  23. 23. Part 3: Redesigning Teacher Training Model: 教师培训模式的再设计Teacher Training (教师培训):A need assessment 需求分析人数最多选的焦虑选項? 1. Pen is faster than a computer: (32非常符合, 33 符合) 2. Virus: 22, 27
  24. 24. Part 3:Redesigning Teacher Training Model:教师培训模式的再设计 Pedagogical Goals教学目标(PG) Instructional Design 教学设计(ID) Information Technology 数位工具 (IT)
  25. 25. Part 3: Redesigning Teacher Training Model: 教师培训模式的再设计 “授人以鱼不如授人以渔” 1. Promote best practice based training; 2. Demonstrate how informationtechnology effectively assists in teaching; 3. Enhance skills of integratinginformation technology into teaching; 4. Train teachers to becoming self-motivated learners
  26. 26. Demos from Dai Laoshi and Peiyu-- Use of blog in teaching CFL-- Concept of cloud computing inteaching CFL
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