NeMLA 2017: Teaching with Technology or Technology with Teaching?
Abstr. due: 30.09.2016
Dates: 25.03.17 — 27.03.17
Area Of Sciences: Pedagogy;
Organizing comittee e-mail: email@example.com
As budget priorities and funding principles continue to shift in university administrations and government policies favoring the further advancement of STEM fields, one of the most salient, emerging strategies to bolster enrollment in foreign language and humanities courses has been to embrace technology in teaching both within the classroom and without. Indeed, the need to incorporate technology at the foundation of course offerings is evidenced in its frequent mention in course descriptions and even in announcements for new faculty and lecturer searches. An announcement in the Spring of 2016, for example, specifically cited experience in the “latest” applied technology for language pedagogy as a desirable quality, revealing a curious slippage of terminology between the praxis of industry and the theory of pedagogical approach. The development of this emphasis on teaching with technology is so rapid, however, that it seems to rival changes in technology itself, which are so volatile in some cases that its application in the classroom, be it physical or virtual, risks creating more problems than it solves.
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