This volume offers a rich overview of current research and teaching strategies for the integration of technology into language teaching and learning. It introduces the Planning, Personalization and Implementation (PPI) methodological framework to support educators in engaging with the theoretical foundations and innovative practices that should guide the incorporation of technology into their teaching practices. While Spanish language teaching is used as an example, the recommendations can be applied to any language learning contexts. The 13 chapters address a broad range of themes including accessibility, curriculum design, teacher attitudes, motivation, anxiety and feedback, and offer guidance on using digital tools such as podcasts, gamification and artificial intelligence. Written by an international group of scholars, this book serves as a roadmap for language professionals to effectively incorporate technology into any learning environment, whether face-to-face, hybrid or online.
This book will be available as an open access publication under a CC BY NC ND licence.
Inhaltsverzeichnis
Figures
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Contributors
Javier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo: Planning, Personalization, Implementation (PPI): Technology-Mediated Language Teaching
Part 1: Planning Technology Needs
Chapter 1. Melinda Dooly and Anna Comas-Quinn: Access to Technology and Social Justice
Chapter 2. Marta González-Lloret: Curriculum Planning and Development in Virtual Environments
Chapter 3. Inmaculada Gómez Soler and Marta Tecedor: Virtual Teachers’ Beliefs, Attitudes and Competences
Chapter 4. Daria Mizza and Fernando Rubio: Effective Technological Practices and Diversity
Part 2: Personalizing Learning and Teaching
Chapter 5. Luis Cerezo and Íñigo Yanguas: Motivation and Virtual Teaching
Chapter 6. Zsuzsanna Bárkányi: Anxiety and Virtual Learning
Chapter 7. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Interaction in Virtual Learning Environments
Chapter 8. Sonia Bailini: Assessment and Feedback in Virtual Learning Environments
Part 3: Implementing Technology Resources
Chapter 9. Robert Blake, Lillian Jones and Cory Osburn: Hybrid and Online Teaching and the Flipped Classroom
Chapter 10. Carlos Soler Montes and Olga Juan-Lázaro: Digital Language Immersion (DLI) and Virtual Exchanges
Chapter 11. Ana Oskoz: Competences and Language Digitalization: Podcasts and Digital Stories
Chapter 12. Luis Cerezo and Joan-Tomàs Pujolà: Digital Ludic Pedagogies (DLP): Videogames, Minigames, Extended Realities and Robots
Epilogue: New Technology-Mediated Scenarios
Chapter 13. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning
Über den Autor
Luis Cerezo is an Associate Professor of Applied Linguistics at the American University, Washington, DC, USA. His research focuses on the teaching of additional languages through videogames, computer-mediated communication, and hybrid and online environments based on guided induction, metacognitive instruction and observational learning. He is also a member of the CALICO Journal editorial board.
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