Title of the Thesis: Teachers’ Perspectives on the Integration of Technology-Mediated Plurilingual Activities in the Language Classroom

Author: Nadja Lederer

Supervisor: Prof.Dr.Euline Cutrim Schmid

University:University of Education Schwaebisch Gmuend

Country: Germany

Summary: Ms. Lederer’s work focused on the analysis of quantitative and qualitative research data collected in the first phase of the TEMPLATE project. In this phase, research data were collected via an online survey and focus group interviews with small groups of in-service teachers. Her analysis showed, for instance, that even though the survey has shown that most teachers are already using technology in their practice, focus group interview data indicate that only a small percentage of the teachers are currently exploiting new technological tools at the “Redefinition level” described in the SAMR model (Puentedura, 2013). The data discussed in her thesis also indicate that, while the teachers recognize the added value of technology use, they do not seem to show the same level of conviction regarding the implementation of plurilingual approaches in the language classroom.

Title of the Thesis: An Exploratory Study into Teachers’ Approaches to Technology-mediated Plurilingual Language Education

Author: Jonathan Wells

Supervisor: Prof.Dr.Euline Cutrim Schmid

University:University of Education Schwaebisch Gmuend

Country: Germany

Summary: In his work, Mr. Wells discussed some of the quantitative and qualitative findings obtained in the first phase of the TEMPLATE project. He focused specifically on the participating teachers’ training needs in the area of technology-enhanced plurilingual education. His work also summarizes several suggestions from the teachers regarding the best approaches for teacher education in this area. For instance, teachers expressed the desire for the TEMPLATE training to be hands-on and practical instead of purely theoretical, with the possibility of communicating and collaborating with other participating teachers in foreign countries. They also expressed preference for a guided discovery approach in the next phase of the project. Moreover, they emphasized the importance of first-hand experience, and the possibility of recording and reflecting on their own and/or other teachers’ lessons..