Teacher education in CALL: Teaching teachers to educate themselves

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

The issue of teacher education in computer assisted language learning (CALL) has been receiving an increased amount of attention in the literature over the past few years, including as the focus of a recent book (Hubbard and Levy 2006). This attention is indicative of greater recognition of the importance of CALL practitioners having sufficient grounding in CALL theory and practice, as well as knowledge of what technologies are available to them in order to be able to effectively implement CALL in their specific language learning environments. While some institutions provide such training for their teachers (e.g. Leahy 2006), the reality is that only a small proportion of people who plan to use - or are already using - technologies in language learning contexts have access to this training; for the majority, the burden of learning how to best use CALL in the classroom falls upon the teachers themselves. This paper describes a procedure through which teachers may educate themselves regarding how to introduce CALL into their given language learning contexts. Teachers of English at a private university in Japan were given a two-hour seminar at the beginning of the semester outlining the considerations to be kept in mind when introducing technology into their learning environment. Data collected during and at the end of the semester reveal teachers' reflections on the procedure as well as on their own efforts to use technology for the first time. The results are discussed in terms of the challenges encountered by teachers in educating themselves to use CALL and the factors affecting their success.

Original languageEnglish
Pages (from-to)99-112
Number of pages14
JournalInnovation in Language Learning and Teaching
Volume3
Issue number1
DOIs
Publication statusPublished - 2009

Fingerprint

Teaching
teacher
language
learning
education
semester
learning environment
language theory
Computer-assisted Language Learning
Teacher Education
private university
learning theory
Japan
classroom
Language Acquisition
Learning Environment

Keywords

  • CALL training
  • Computer-assisted language learning
  • Self-directed learning
  • Teacher education
  • Technology

ASJC Scopus subject areas

  • Education
  • Linguistics and Language
  • Language and Linguistics

Cite this

Teacher education in CALL : Teaching teachers to educate themselves. / Stockwell, Glenn.

In: Innovation in Language Learning and Teaching, Vol. 3, No. 1, 2009, p. 99-112.

Research output: Contribution to journalArticle

@article{b8a6a8cecea542f6b33df66e2ddc03f1,
title = "Teacher education in CALL: Teaching teachers to educate themselves",
abstract = "The issue of teacher education in computer assisted language learning (CALL) has been receiving an increased amount of attention in the literature over the past few years, including as the focus of a recent book (Hubbard and Levy 2006). This attention is indicative of greater recognition of the importance of CALL practitioners having sufficient grounding in CALL theory and practice, as well as knowledge of what technologies are available to them in order to be able to effectively implement CALL in their specific language learning environments. While some institutions provide such training for their teachers (e.g. Leahy 2006), the reality is that only a small proportion of people who plan to use - or are already using - technologies in language learning contexts have access to this training; for the majority, the burden of learning how to best use CALL in the classroom falls upon the teachers themselves. This paper describes a procedure through which teachers may educate themselves regarding how to introduce CALL into their given language learning contexts. Teachers of English at a private university in Japan were given a two-hour seminar at the beginning of the semester outlining the considerations to be kept in mind when introducing technology into their learning environment. Data collected during and at the end of the semester reveal teachers' reflections on the procedure as well as on their own efforts to use technology for the first time. The results are discussed in terms of the challenges encountered by teachers in educating themselves to use CALL and the factors affecting their success.",
keywords = "CALL training, Computer-assisted language learning, Self-directed learning, Teacher education, Technology",
author = "Glenn Stockwell",
year = "2009",
doi = "10.1080/17501220802655524",
language = "English",
volume = "3",
pages = "99--112",
journal = "Innovation in Language Learning and Teaching",
issn = "1750-1229",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

TY - JOUR

T1 - Teacher education in CALL

T2 - Teaching teachers to educate themselves

AU - Stockwell, Glenn

PY - 2009

Y1 - 2009

N2 - The issue of teacher education in computer assisted language learning (CALL) has been receiving an increased amount of attention in the literature over the past few years, including as the focus of a recent book (Hubbard and Levy 2006). This attention is indicative of greater recognition of the importance of CALL practitioners having sufficient grounding in CALL theory and practice, as well as knowledge of what technologies are available to them in order to be able to effectively implement CALL in their specific language learning environments. While some institutions provide such training for their teachers (e.g. Leahy 2006), the reality is that only a small proportion of people who plan to use - or are already using - technologies in language learning contexts have access to this training; for the majority, the burden of learning how to best use CALL in the classroom falls upon the teachers themselves. This paper describes a procedure through which teachers may educate themselves regarding how to introduce CALL into their given language learning contexts. Teachers of English at a private university in Japan were given a two-hour seminar at the beginning of the semester outlining the considerations to be kept in mind when introducing technology into their learning environment. Data collected during and at the end of the semester reveal teachers' reflections on the procedure as well as on their own efforts to use technology for the first time. The results are discussed in terms of the challenges encountered by teachers in educating themselves to use CALL and the factors affecting their success.

AB - The issue of teacher education in computer assisted language learning (CALL) has been receiving an increased amount of attention in the literature over the past few years, including as the focus of a recent book (Hubbard and Levy 2006). This attention is indicative of greater recognition of the importance of CALL practitioners having sufficient grounding in CALL theory and practice, as well as knowledge of what technologies are available to them in order to be able to effectively implement CALL in their specific language learning environments. While some institutions provide such training for their teachers (e.g. Leahy 2006), the reality is that only a small proportion of people who plan to use - or are already using - technologies in language learning contexts have access to this training; for the majority, the burden of learning how to best use CALL in the classroom falls upon the teachers themselves. This paper describes a procedure through which teachers may educate themselves regarding how to introduce CALL into their given language learning contexts. Teachers of English at a private university in Japan were given a two-hour seminar at the beginning of the semester outlining the considerations to be kept in mind when introducing technology into their learning environment. Data collected during and at the end of the semester reveal teachers' reflections on the procedure as well as on their own efforts to use technology for the first time. The results are discussed in terms of the challenges encountered by teachers in educating themselves to use CALL and the factors affecting their success.

KW - CALL training

KW - Computer-assisted language learning

KW - Self-directed learning

KW - Teacher education

KW - Technology

UR - http://www.scopus.com/inward/record.url?scp=68149123683&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=68149123683&partnerID=8YFLogxK

U2 - 10.1080/17501220802655524

DO - 10.1080/17501220802655524

M3 - Article

AN - SCOPUS:68149123683

VL - 3

SP - 99

EP - 112

JO - Innovation in Language Learning and Teaching

JF - Innovation in Language Learning and Teaching

SN - 1750-1229

IS - 1

ER -