Digital Teaching and Learning: Perspectives for English Language Education. Группа авторов

Чтение книги онлайн.

      Thorsten Merse is a Postdoctoral Research Associate in the field of TEFL at the Ludwig-Maximilians-University of Munich (LMU). In his research and teaching, he engages with digital education and teachers’ digital competences, cultural and literary learning in ELT, as well as citizenship concepts in TEFL. Thorsten Merse speaks at national and international conferences and is involved in several teacher education projects.

      © 2021 • Narr Francke Attempto Verlag GmbH + Co. KG

      Dischingerweg 5 • D-72070 Tübingen

      Das Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung außerhalb der engen Grenzen des Urheberrechtsgesetztes ist ohne Zustimmung des Verlages unzulässig und strafbar. Das gilt insbesondere für Vervielfältigungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen.

      Internet: www.narr.de eMail: [email protected]

      ISSN 0941-8105

      ISBN 978-3-8233-8244-7 (Print)

      ISBN 978-3-8233-0209-4 (ePub)

      Setting the Scene: Digital Teaching and Learning in English Language Education

      Revisiting Digital Education: Dialogues and Dynamics in Foreign Language Teaching and Learning

      Christiane Lütge and Thorsten Merse

       “We need to make better use of technology to make our education systems more innovative, relevant and prepared for the digital age.”

      Mariya Gabriel, EU Commissioner for Innovation, Research, Culture, Education and Youth; interview statement, 10 February 2020

      Source: https://www.themayor.eu/de/eu-commissioner-mariya-gabriel-the-future-of-europe-is-everyones-future

       “In countries where […] we expect free Wi-Fi with our coffee, why shouldn’t we have it in our schools? Right? Why wouldn’t we have it available for our children’s education?”

      Barack Obama, 44^th President of the United States, extract from a speech delivered at Mooresville Middle School, North Carolina, 6 June 2013

      Source: https://obamawhitehouse.archives.gov/the-press-office/2013/06/06/remarks-president-mooresville-middle-school-mooresville-nc

       “[Today’s students] can’t remember the time they were not wi-fi connected. They don’t distinguish between talking to their friends face-to-face or talking on-line, doing schoolwork in class or a coffee shop or from home. Students today don’t learn how to use technology; they use technology to learn.”

      Albena Spasova, CEE Multi-Country Education Lead at Microsoft; interview statement, 22 July 2020

      Source: https://news.microsoft.com/en-cee/2020/07/22/albena-spasova-students-today-dont-learn-how-to-use-technology-they-use-technology-to-learn/

       “As educators we need to adapt to a rapidly changing world immersed in technology. But adapting involves much more than just purchasing the latest application and getting students to use it. […] how can we integrate particular technologies in a pedagogically sound way?”

      Sophia Mavridi, Coordinator of the Special Interest Group “Learning Technologies” (LT SIG) by the International Associaton of Teachers of English as a Foreign Language (IATEFL)

      Source: https://ltsig.iatefl.org/welcome/welcome/

       “Mich macht es wahnsinnig stolz auf meine Kolleg*innen und Lehrkräfte, dass jetzt diese positive Dynamik entstanden ist und diese digitale ‘Mood’, dieses Wollen und Machen, dass man aus dieser Krise etwas herausfindet, was einen wirklich weiterbringt.”

      Englischlehrerin Nina Toller (@ninatoller, Twitter) via “Marktplatzplauderei”, a Podcast by lehrermarktplatz.de; episode #6 “Homeschooling Special”, 6 April 2020

      Source: https://marktplatzplauderei.podigee.io/page/3

      digital education: points of entryAll of the statements collected here are united by the joint concern of bringing digital innovations to education in pedagogically meaningful ways. They work together to construct a multi-faceted dialogue on the challenges and potentials of digital education, ranging from the perspectives of political decision-making to the very concrete experience of skilled English teachers. Also, they provide insights into a process that is – above everything else – characterized by its dynamic features. Up and down this interrelated chain, an exciting field of professional development and reflection opens up that has teachers and educational stakeholders engage with the topics and concerns encapsulated in the statements above: