Citation

CFL Teacher technology Development: Practices and Challenges

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Abstract:

This presentation introduces the design of an intensive teacher technology training program in Chinese as foreign language (CFL). The audience will learn about this two-dimension teacher technology training model and discuss enhancements to make the training program more beneficial for CFL teachers and learners to reach their teaching and learning goals.

Most Common Document Word Stems:

technolog (17), teacher (13), cfl (9), train (8), present (6), program (5), learn (4), workshop (4), knowledg (4), develop (4), chines (4), languag (3), pedagog (3), audienc (3), practic (3), need (3), design (3), model (3), two (3), support (2), one (2),
Convention
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Association:
Name: ACTFL Annual Convention and World Languages Expo
URL:
http://www.actfl.org


Citation:
URL: http://citation.allacademic.com/meta/p306362_index.html
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MLA Citation:

Tsai, Chen-hui. "CFL Teacher technology Development: Practices and Challenges" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, San Diego Convention Center, San Diego, CA, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p306362_index.html>

APA Citation:

Tsai, C. , 2009-11-19 "CFL Teacher technology Development: Practices and Challenges" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, San Diego Convention Center, San Diego, CA Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p306362_index.html

Publication Type: CLTA Paper
Review Method: Peer Reviewed
Abstract: This presentation introduces the design of an intensive teacher technology training program in Chinese as foreign language (CFL). The audience will learn about this two-dimension teacher technology training model and discuss enhancements to make the training program more beneficial for CFL teachers and learners to reach their teaching and learning goals.


Similar Titles:
Teacher Professional Development Models: Inquiry into Concurrent Versus Separate Technology and Pedagogical Knowledge and Use

The Intersection, and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, Content Knowledge (TPACK) on 21st Century TeachersÂ’ Sense of Efficacy to Teach Every Student

Learning Standards-based Teaching through Mentoring: The Development of Preservice Elementary Teachers’ Pedagogical Content Knowledge and its Influence on their Teaching Practice


 
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