Applying Nearpod to the Teaching Chinese as a Second Language class to Enhance Interactions and Collaborations in the Secondary Schools

DOI

10.2991/assehr.k.211220.249How to use a DOI?

Keywords

Teaching Chinese as a Second Language; TPACK; Nearpod; Interaction; Collaboration

Abstract

The quick spread of the epidemic since 2019 together with fast advancing of technology have exposed teachers to online education, including Teaching Chinese as a Second Language Classrooms. Some Chinese as a second language (CSL) teachers were reluctant to utilize technology tools in their teaching due to the lack of technological knowledge. Thus, this study designed a CSL curriculum with the lens of the TPACK framework (Technological Pedagogical Content Knowledge). Nearpod was specifically adopted as a web-based technology tool to support the teaching Chinese language due to its powerful functions provided. Nearpod allows teachers to design interactive activities in multiple ways to facilitate interactions and collaboration in the CSL learning process. This paper aimed to help Chinese teachers improve their understanding of how to effectively integrate technology into CSL teaching. Chinese teachers will develop a deeper comprehension of distance teaching from the perspectives of technology, pedagogy, and content knowledge, enhance students’ deeper learning and promote interaction and collaboration in L2 class. The effective use of the technology can develop language skills in a meaningful context knowledge with the guidance of pedagogical content knowledge.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Wurigen Zhao
PY  - 2021
DA  - 2021/12/24
TI  - Applying Nearpod to the Teaching Chinese as a Second Language class to Enhance Interactions and Collaborations in the Secondary Schools
BT  - Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021)
PB  - Atlantis Press
SP  - 1478
EP  - 1483
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211220.249
DO  - 10.2991/assehr.k.211220.249
ID  - Zhao2021
ER  -