Titlebook: Developing Online Language Teaching; Research-Based Pedag Regine Hampel,Ursula Stickler Book 2015 Palgrave Macmillan, a division of Macmill

Fibrin

amygdala

European Language Teachers and ICT: Experiences, Expectations and Training Needs,in foreign languages, Digital competence, Learning to learn and Cultural awareness and expression as key competences for individuals to develop in order to fully contribute to a knowledge society (Official Journal of the European Union, 2006).

輪流

FLAIL

陰郁

會(huì)議

Free Online Training Spaces for Language Teachers, everyday work-related, family or leisure activities (see OECD, 2007)) plays a key role in teachers’ professional development. Various authors, such as Touri?án (1983), Trilla (1997) and Sarramona and colleagues (1998), have stressed the need for integrating informal elements into formal teacher dev

NAG

Sharing: Open Educational Resources for Language Teachers,tional websites, national initiatives (such as Jorum in the UK or COERLL in the US), online communities of practice (see Chapter 8), or commercial websites. At the same time, the notion that using and creating Open Educational Resources (OER) is a positive, beneficial activity has gathered momentum

Osteoporosis

Online Communities of Practice: A Professional Development Tool for Language Educators, using ICT for teaching. identified when asked about the three main elements that were essential in a community of practice. One participant at the workshop organized in the context of a European Centre for Modern Languages project wrote:

Magnitude

Developing Online Teaching Skills: The DOTS Project,cation technology (ICT) in their teaching. Over half of the teachers in a survey conducted in 2010 report that they have received formal training in using ICT in their teaching (Beaven et al., 2010); nevertheless, they and the other teachers surveyed feel the need for ‘high quality, appropriate and

Entropion

,Using DOTS Materials for the Professional Development of English Teachers in Turkey: Teachers’ Viewities created by information and computer technologies (ICT) have resulted in a positive change in the range of activities, approaches and applications in language learning and teaching. In simple terms, this innovation has brought a shift from traditional textbooks to innovative forms of multimodal