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A Micro-Level Case Study in Chile

  • Paul Gruba
  • Mónica S. Cárdenas-Claros
  • Ruslan Suvorov
  • Katherine Rick
Chapter
  • 505 Downloads

Abstract

In this chapter, we focus our attention on the English Language Teaching (ELT) program and the consideration of multimodality. Of the four considerations suggested by Gruba and Hinkelman (2012), we are interested in delving into the multimodal interactions among teachers, students, technology, tools, and texts to see what happens in actual classrooms. From experience, we have found that it is teachers who decide whether or not to integrate technology in the classroom (Cárdenas-Claros & Oyanedel, 2015; Kessler & Plakans, 2008) and generate change (Colpaert, 2013). We understand, too, that the decision of a teacher to integrate technology or not may be idiosyncratic (Comas-Quinn, 2011), rest on personal interests (Cárdenas-Claros & Oyanedel, 2015), be part of a teaching philosophy (Ertmer, 2005), or be enabled by personal capacities (Compton, 2009; Owens, 2012).

Keywords

Language Learning Classroom Practice Technology Integration Classroom Observation Learning Management System 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Paul Gruba, Mónica S. Cárdenas-Claros, Ruslan Suvorov, and Katherine Rick 2016

Authors and Affiliations

  • Paul Gruba
    • 1
  • Mónica S. Cárdenas-Claros
    • 2
  • Ruslan Suvorov
    • 3
  • Katherine Rick
    • 4
  1. 1.University of MelbourneAustralia
  2. 2.Pontificia Universidad Católica de ValparaísoChile
  3. 3.University of Hawai’i at MānoaUSA
  4. 4.Lincoln College InternationalSaudi Arabia

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