622X) is a Publication of the Center for Teaching and Learning in the Office of the Vice President for Instruction at the University of Georgia and the Center for Instructional Development and Educational Research (CIDER) in the Office of the Vice Provost for Faculty Affairs at Virginia Tech (original) (raw)

This study reports on a sequence of iterative redesigns of a graduate-level foreign language teacher education course. The study describes the interplay between technology and pedagogy that resulted in important curricular changes, from a focus on individual to social and then holistic reflection. Using a team-based design model, instructional experts worked collaboratively over multiple redesigns, sparked by the unique affordances of emerging technologies such as video, video editing, and electronic portfolios, as well as shifts in pedagogical approaches and changes in course goals.