New and emerging
technologies have transformed the classroom (Mishra
and Koehler, 2006) and continue to do so, and it has been reported that
teachers and teacher educators now work in ever evolving environments (Elliott, 2009). Research indicates that varied forms of CMC can be implemented to foster
collaborative and social learning (Arnold
and Ducate, 2006), and the
formation of communities of practice (CoPs) (Arnold et al., 2005). Therefore, this paper investigates the implementation of online and face-to-face
(F2F) communication in an English Language Teaching (ELT) teacher education programme,
with the aim of illuminating the potential such modes have for sharing and
collaborating, for providing a space for situated learning and open
communication. Results are analysed using a corpus-based methodology, drawing
on three aspects of community membership, namely a joint enterprise, mutual
engagement and a shared repertoire (Wenger,
1998). This paper closes with a
discussion of the implications of such data for Language Teacher Education (LTE)
in a technologically-oriented world.
History
Publication
Journal of e-Learning and Knowledge Society;8(3), pp. 91-103