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• W2253077079 abstract "Despite abundant research on educational technology and strategic input in the field, various surveys have shown that (language) teachers do not seem to embrace in their teaching the full potential of information and communication technology available in our everyday life. Language students soon entering the professional field could accelerate the process, which highlights the role of teacher education in contributing to the change. The students should see how technology development may change the affordances for language learning, at the same time transforming the teachers’ professional roles and practices. However, taking an active role in designing a new kind of language pedagogy seems to be challenging for students. This study explores an attempt to facilitate the students’ perspective switch from the teacher role to the designer position through participatory design. This effort was to lead the students to envision new practices for language learning and teaching with new technologies. However, initi..." @default.
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• W2253077079 date "2015-07-29" @default.
• W2253077079 modified "2023-10-18" @default.
• W2253077079 title "Switching perspectives: from a language teacher to a designer of language learning with new technologies" @default.
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• W2253077079 doi "https://doi.org/10.1080/09588221.2015.1068815" @default.
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