Abstract
This article examines a technology-rich curriculum project that was implemented in China with in-service teachers during a three-year period. The findings suggest the need to support in-service teachers to implement new technology-rich curriculum. The findings also imply the need for curriculum designers to have a good understanding of not only their team members, but also of EFL (English as a Foreign Language) teachers in order to provide appropriate and relevant technology-rich curriculum. The authors suggest important related topics for further research, such as job-embedded professional development and professional learning communities.
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Keengwe, J., Kang, JJ. Preparing in-service language teachers to design and implement technology-rich curriculum. Educ Inf Technol 18, 609–619 (2013). https://doi.org/10.1007/s10639-012-9195-y
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DOI: https://doi.org/10.1007/s10639-012-9195-y