Situating Teacher Education in Blended Learning Mode

Abstract

Up to now, a variety of tasks have been integrated into language teacher training courses and programs. It is hoped that the present study adds to the growing discussion about teacher education with a focus on ways to integrate technology in teacher education programs by Blackboard, a form of asynchronous computer-mediated communication (ACMC) and Skype, a form of synchronous computer-mediated communication (SCMC). When teacher educators learn with technology before teaching, it is possible for them to experience technology from the learner's point of view, and evaluate its uses and benefits from a user perspective. In this study, a hybrid course as blended learning is examined with respect to linguistic, affective, cognitive, and socio- cultural aspects. The goal of the study is thus to explore the incorporation of technological tools into blended learning to help other language teachers in the development of collaborative cross-institutional situations.