Lin, C-H., Liu, H., & Hu, Y. (2017). Technology and the education of Chinese-language teachers: Where are we now? Journal of Technology and Chinese Language Teaching, 8(1), 1-15. 

Abstract:

“Technology is exerting a profound influence on the development of Chinese-language skills and on the education of teachers of that language around the world. This qualitative synthesis of quantitative and qualitative research addressed trends and gaps in the literature related to technology and Chinese-language teacher education. The three main strands of research covered were 1) technology standards in Chinese-language teacher education, 2) the actual application of technology in such education, and 3) factors predicting Chinese-language teachers’ technology adoption. Three major findings emerged. First, technology standards need to recognize an urgent need to agree upon and teach specific sets of skills, as theorized in frameworks such as Technological Pedagogical and Content Knowledge (TPACK). Second, while consistent improvements in Chinese-language teachers’ technology knowledge and technological-pedagogical knowledge have been reported, three other key components – i.e., training, practice and reflection – need to be better integrated into their teacher-training models. Third, two external factors (resources and support) and three internal factors (pedagogical beliefs, technology knowledge and demographics) emerged as crucial to technology integration among these teachers. Based on these results, this review offers a series of recommendations to practitioners, policy-makers and teacher educators.”