Technology-mediated Crisis Response in Language Studies - Senta Goertler
6. Post-Pandemic Language Teaching: Language Instructors’ Technology Integration Practices
Technology-mediated Crisis Response in Language Studies - Senta Goertler
Luca Giupponi [+]
Michigan State University
Dr. Luca Giupponi is the Head of Technology at the National LCTL Resource Center. His work focuses on faculty development, technology integration, and program evaluation. His recent publications include a chapter in a CALICO special volume investigating patterns of technology integration in language teachers’ classroom practices following the pandemic. He is also the co-editor of a recent volume on sharing LCTLs across higher education institutions.
Bethany Zulick [+]
University of Montana
Bethany Zulick International Systems Manager, the Mansfield Center at the University of Montana, Missoula, MT. Bethany’s research interests include English Medium Instruction, language and identity, and language ideologies. In her current professional work, she has shifted her focus to public diplomacy programs and international exchanges that foster globally minded leadership and intercultural understanding.
Emily Heidrich Uebel [+]
Michigan State University
Emily Heidrich Uebel Associate Executive Director, National LCTL Resource Center; Project Manager, Less Commonly Taught and Indigenous Languages Partnership, Center for Language Teaching Advancement, Michigan State University, East Lansing, MI. Emily is the lead co-editor on two forthcoming volumes on LCTL sharing and language enrollment. Her research interests include world language proficiency, educational technology and online instruction, curriculum design, LCTL education, and faculty
development.
Description
In chapter 6, Luca Giupponi, Bethany Zulick, and Emily Heidrich Uebel examine college-level language instructors’ incorporation of technology through the lens of Diffusion of Innovation (DoI) Theory (Rogers, 2003). In particular, four DoI characteristics were found to influence teachers’ decisions to innovate, including Compatibility, Results Demonstrability, Relative Advantage, and Ease of Use. The pandemic was transformative for the study participants, helping them refocus on learners’ needs and engage with digital tools to innovate their teaching.