Vyborg

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Vy·borg

 (vē′bôrg′, -bərk)
A city of northwest Russia northwest of St. Petersburg on the Gulf of Finland near the Finnish border. A Swedish castle was built here in 1293 and captured by Russian forces in 1710.
American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2016 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Vyborg

(Russian ˈvibərk)
n
(Placename) a port in NW Russia, at the head of Vyborg Bay (an inlet of the Gulf of Finland): belonged to Finland (1918–40). Pop: 79 224 (2002). Finnish name: Viipuri Swedish name: Viborg
Collins English Dictionary – Complete and Unabridged, 12th Edition 2014 © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003, 2006, 2007, 2009, 2011, 2014

Vy•borg

(ˈvi bɔrg)

n.
a seaport in the NW Russian Federation in Europe, on the Gulf of Finland. 79,000. Finnish, Viipuri.
Random House Kernerman Webster's College Dictionary, © 2010 K Dictionaries Ltd. Copyright 2005, 1997, 1991 by Random House, Inc. All rights reserved.
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Teams engaged in a lesson study process following each lesson, a process originating in Japan in which peers observe each other teach in turn and debrief each lesson soon after it is taught (Wiburg & Brown, 2007).
Moreover, according to studies by Butler-Pascoe and Wiburg (as cited in Lin, 2009), there are twelve attributes of how technology enriches the second language learning environment.
The concept of "digital equity" reflects concerns about access to technology for underserved populations (Becket, 2008; Brown, Higgins, & Hartley, 2001; Norris, Sullivan, Poirot, & Soloway, 2003; Solomon, 2002; Wiburg, 2003), individuals with disabilities (McLaughlin, 2010; Skiba et al, 2008), and rural communities (Cox & Lynch, 2006).
By adopting an inquiry stance on their practice that involves the systematic collection, analysis and reporting of data, educators design, test and revise one or more lessons (Rock and Wilson 2005; Wiburg and Brown 2007).
Specifically, Butler-Pascoe and Wiburg (2003) state that the use of computer technology fosters interaction and presents students' language in a graphically and linguistically enhanced manner.
Wiburg and Brown (2007) implied that high-quality technology PD is designed to empower with the skills necessary to use technology to foster exemplary learning environments.
Butler-Pascoe and Wiburg (2003) suggest that although access to technology is important to students attempting to learn a second language, of greater concern for these students are the ways technology is used.
Based on these studies, it is evident that training and a shift in teaching practices are key themes in literature for online instructors (Care & Scanlan, 2001; Cross, 1981; Norton & Wiburg, 1998; Palloff & Pratt, 2001).
Additional support for the use of online resources has emerged from studies evaluating whether online resources can promote culturally responsive learning environments for diverse groups of students (Damarin, 1998; Merryfield, 2001; Stafford-Levy & Wiburg, 2000).
Throughout the 1960s and 1970s, a behaviorist model for computer-assisted instruction (CAI) existed in which language instruction was introduced in the form of drill and practice (Butler-Pascoe & Wiburg, 2003; Stevens, 1989).