Abstract:

Literature indicates that the use of technology is beneficial to students’ learning (Berger, 2010; Brabec, Fisher & Pitler, 2004; Krentler & Willis-Flurry, 2005; Learning Point Associates, 2006; Miners, 2009). However, evidence on the integration of technology into teaching and learning suggests technology has not been implemented in effective ways (Becker, 1999; Hart et al., 2002; Keengwe, Onchwari, & Wachira, 2008; Mishra & Koehler, 2006). To address this problem, the purpose of this qualitative case study will be to describe a unique professional development program on Web 2.0 technologies for teachers of German using the TPACK framework (Mishra & Koehler, 2006). To gather data, participants were asked open-ended questions about the process of learning about these tools and integration in the classroom. Documents and audio-visual materials were also analyzed. These data led to the following themes: A hands-on experience; technology, pedagogy, and content together; discussing pedagogy; technology integration; and disconfirming evidence. These themes will be useful in the design of effective professional development programs on the use of technology, benefiting foreign language teachers, teacher educators, and school administrators.

Author: Carolina Bustamante, Aleidine J Moeller