Janne Scheie, Oslo University, Norway

To this point, a diverse range of tasks has been successfully integrated into various language teacher training courses and programs. The present study seeks to enrich the conversation surrounding teacher education, specifically by examining effective strategies for incorporating technology into teacher training curricula. This investigation focuses on two primary technological platforms: Blackboard, which supports asynchronous computer-mediated communication (ACMC), and Skype, which is designed for synchronous computer-mediated communication (SCMC). When teacher educators actively engage with these technological tools prior to their teaching, they gain valuable insights by experiencing technology from the perspective of their future students. This approach allows them to critically evaluate the functionalities, advantages, and potential challenges of these tools, leading to a more informed application in their own teaching practices. This study will delve into a hybrid course model that exemplifies blended learning, analyzing it in relation to four critical dimensions: linguistic, affective, cognitive, and socio-cultural. The linguistic aspect considers language acquisition and communication skills, while the affective dimension focuses on learners' emotions, motivation, and attitudes towards learning with technology. The cognitive aspect will explore how technology facilitates higher-order thinking and learning processes. Finally, the socio-cultural perspective examines how technology can foster collaborative learning and interactions among diverse student populations. Ultimately, the goal of this study is to investigate the strategic incorporation of technological tools within blended learning environments. By doing so, it aims to support language teachers in creating collaborative, cross-institutional learning experiences that enhance professional development and promote innovative teaching methodologies.

APA:
Scheie, J. (2024). Integrating Teacher Education within a Blended Learning Framework. Journal of Education and Teaching Methodology, 5(1), 47-58. https://doi.org/10.33832/jetm.2024.5.1.05