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An Examination of Technology Integration Practices of Chinese Language Teachers: A Mied Methods Approach
This multiphase mixed methods study aims to investigate the experience of developing technology skills for Chinese foreign language (CFL) teachers and to determine what types of support promote technology integration into the language classroom. The first phase of this study focused on how a summer residential STARTALK professional development experience contributed to technology integration for CFL teachers. Preliminary data analysis informed the follow-up participatory research design in the second phase when I provided Question/ Answer sessions (Q/A Sessions) upon participants’ requests. In turn, preliminary data analysis of the second phase informed a participatory mentoring case study in the third phase when I provided individual mentoring upon participants’ request to support technology integration. Based on the latter preliminary data analysis, the fourth phase of the study utilized an online survey examining how different kinds of technical support, technology grit, and TPACK self-efficacy impacted technology integration for Chinese language teachers. Data collected in this research study include demographics, documents, semi-structured interviews, audio-recorded Q/A sessions, audio-recorded mentoring sessions, classroom observation field notes, teacher products, and online survey responses. The integration of qualitative and quantitative data suggested that TPACK self-efficacy and technology grit play important roles in CFL teachers’ experience in acquiring technology integration competence. Implications for technology training for professional development and teacher preparation include: a. technology integration training should be provided when Chinese language teachers have adequately gone through the social-cultural adjustment; b. promote and monitor TPACK self-efficacy for Chinese language teachers in order to promptly address potential rebounds; c. cultivate technology grit in Chinese language teachers; and d. provide follow-up support after professional development in order to facilitate improved technology integration practice; e. assign knowledge brokers to provide Chinese language teachers with content-specific pedagogical and technology support to optimize their technology integration practice.
Foreign language education|Teacher education|Educational technology
Liu, Xianquan, "An Examination of Technology Integration Practices of Chinese Language Teachers: A Mied Methods Approach" (2020). ETD collection for University of Nebraska-Lincoln. AAI28085997.