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dc.contributor.authorReinders, Hayo
dc.description.abstractOur interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and from the last personal computers to the GPS system in your car. What implications do these new forms of interaction offer for language learning and teaching? In this short article, I will first consider some of the most recent technological developments for their pedagogic potential, and in particular for their support for embodied and extended cognition. Next, I will offer some suggestions for researching their impact on learning and teaching, as well as ways in which teachers and materials developers can capitalise on these advances in technology to support more interactive and dynamic forms of learning.en_NZ
dc.publisherIATEFL Poland Computer Special Interest Group (EdTechTeacher)en_NZ
dc.rightsAll rights reserveden_NZ
dc.subjecttouch-based learningen_NZ
dc.subjectgesture-based learningen_NZ
dc.subjectmobile learningen_NZ
dc.titleTouch and gesture-based language learning. Some possible avenues for research and classroom practiceen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderIATEFL Poland Computer Special Interest Groupen_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.subject.marsden130306 Educational Technology and Computingen_NZ
dc.identifier.bibliographicCitationReinders, H. (2014). Touch and gesture-based language learning. Some possible avenues for research and classroom practice. Teaching English with Technology, 14(1), pp.3-8.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleTeaching English with Technologyen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ

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