This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching.Teachers are important stakeholders in any curriculum implementation and their views a...This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching.Teachers are important stakeholders in any curriculum implementation and their views are significant in both evaluating progress and determining future directions.The teachers’views were gathered from questionnaires and interviews.Topics include their understanding of the objectives of immersion education,their preparedness for their roles as immersion teachers,the main challenges in immersion teaching they identify and the support they receive from their schools.The responses are discussed to identify areas of concern which may be future priorities for professional development.展开更多
Learning has come a long way from the conventional blackboard that marked the earlier decades to the new age Blackboard Collaborate which enables learners to work and learn in a collaborative online environment. Virtu...Learning has come a long way from the conventional blackboard that marked the earlier decades to the new age Blackboard Collaborate which enables learners to work and learn in a collaborative online environment. Virtual classrooms, especially with learners sharing in academic workload on portals such as Google Docs, have arrived as a natural development of the ICT （In Circuit Tester） wave. In addition to offering ample scope for peer interaction, Blackboard Collaborate gives learners the electronic environment they are most familiar with and keeps them updated with the latest educational tools. However, for it to succeed, the perception of the teachers is a factor that needs close scrutiny before this tool can be incorporated into the system. The aim of this paper is to investigate the perceptions of teachers at Qassim University, KSA （Kingdom of Saudi Arabia） towards the inclusion of Blackboard Collaborate into the teaching-learning environment, and its efficacy as a learning tool in the university＇s EFL （English as a Foreign Language） situation.展开更多
文摘This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching.Teachers are important stakeholders in any curriculum implementation and their views are significant in both evaluating progress and determining future directions.The teachers’views were gathered from questionnaires and interviews.Topics include their understanding of the objectives of immersion education,their preparedness for their roles as immersion teachers,the main challenges in immersion teaching they identify and the support they receive from their schools.The responses are discussed to identify areas of concern which may be future priorities for professional development.
文摘Learning has come a long way from the conventional blackboard that marked the earlier decades to the new age Blackboard Collaborate which enables learners to work and learn in a collaborative online environment. Virtual classrooms, especially with learners sharing in academic workload on portals such as Google Docs, have arrived as a natural development of the ICT （In Circuit Tester） wave. In addition to offering ample scope for peer interaction, Blackboard Collaborate gives learners the electronic environment they are most familiar with and keeps them updated with the latest educational tools. However, for it to succeed, the perception of the teachers is a factor that needs close scrutiny before this tool can be incorporated into the system. The aim of this paper is to investigate the perceptions of teachers at Qassim University, KSA （Kingdom of Saudi Arabia） towards the inclusion of Blackboard Collaborate into the teaching-learning environment, and its efficacy as a learning tool in the university＇s EFL （English as a Foreign Language） situation.
