In the current globalizing society, teachers are provided opportunities to move across their national borders to seek learning, professional development, and working opportunities. Technology-related professional development is particularly valued for teachers' sojourn to the technology intensive cultures. This qualitative cross-case study explored the K-12 Chinese language teachers' changes of teachers' application and perspective toward educational technology in cross-cultural teaching context through the lens of transformative learning theory. The qualitative data is collected from the interviews with 20 teacher participants in the four stages of cross-cultural sojourning: pre-departure, currently sojourning, post-sojourn, and immigrated. A qualitative cross-case analysis is conducted to compare the characteristics of teachers in different cases, and developed the complete process of the cross-cultural technology adoption and perspective. Factors contributed to the changes are also identified. Five issues related to the process are discussed. Implications and future directions were also included.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1808409 |
| Date | 05 1900 |
| Creators | Meng, Nanxi |
| Contributors | Lin, Lin, Baker, Rose, Kinshuk |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | ix, 175 pages, Text |
| Rights | Public, Meng, Nanxi, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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