INNE EBOOKI AUTORA
Autor:
Format:
pdf, ibuk
Autor przedstawia wyczerpujące kompendium wiedzy na temat roli, kompetencji oraz kształcenia "skomputeryzowanego" nauczyciela języka obcego (w szczególności angielskiego) AD 2011. W jednej rozprawie przyswoił polskim edukatorom języka obcego zasadniczy zrąb dostępnej literatury przedmiotu opublikowanej za granicą (w krajach anglojęzycznych) oraz dokonał całościowego przeglądu literatury polskiej w tym zakresie.
Rok wydania | 2012 |
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Liczba stron | 344 |
Kategoria | Dydaktyka języków obcych |
Wydawca | Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej |
ISBN-13 | 978-83-7784-131-0 |
Język publikacji | angielski |
Informacja o sprzedawcy | ePWN sp. z o.o. |
INNE EBOOKI AUTORA
EBOOKI WYDAWCY
POLECAMY
Ciekawe propozycje
Spis treści
Acknowledgements | 9 |
Introduction | 13 |
CHAPTER ONE. FROM WEB 1.0 TO WEB 2.0 – ON THE HISTORICAL DEVELOPMENT AND THE PRESENT DAY OF CALL | 19 |
1.1. Towards Web 2.0 – on the history of CALL | 19 |
1.1.1. Historical development of Computer-Assisted Language Learning (CALL) | 20 |
1.1.2. The present perspective and the future of CALL | 24 |
1.2. Web 2.0 in language education | 26 |
1.2.1. Definitions and concepts of Web 2.0 | 26 |
1.2.2. Major characteristics of the Web 2.0 framework | 29 |
1.2.3. Web 2.0 technologies, tools and services | 32 |
1.2.4. Students and teachers in the Web 2.0 classroom – ‘digital immigrants’ | |
reaching towards ‘digital natives’ | 36 |
1.3. Computer-assisted language instruction in the Web 1.0 age | 39 |
1.3.1. Approaches to Internet-assisted language teaching | 39 |
1.3.1.1. Web-based face-to-face instruction | 40 |
1.3.1.2. Collaborative projects | 43 |
1.3.1.3. Out-of-class self-study Internet use | 44 |
1.3.2. Internet activity formats | 46 |
1.3.2.1. Information collection and analysis | 46 |
1.3.2.2. Interpersonal exchanges | 48 |
1.3.2.3. Problem-solving | 50 |
1.3.3. Problems and pitfalls of Web 1.0 language instruction | 52 |
CHAPTER TWO. SELECTED WEB 2.0 ENVIRONMENTS IN LANGUAGE TEACHING | 55 |
2.1. Concordancing 2.0 | 55 |
2.1.1. Issues involved in in-class corpus consultation | 57 |
2.1.2. Using ad-hoc corpora with selected texts | 59 |
2.1.3. Concordancing 2.0 tools | 61 |
2.1.4. Compiling a custom-made corpus | 63 |
2.2. Collaboration 2.0 | 65 |
2.2.1. Issues in computer-mediated collaboration | 65 |
2.2.2. Classification of collaboration tools | 67 |
2.2.3. Web 2.0 collaborative environments | 70 |
2.2.3.1. Wiki | 70 |
2.2.3.2. Online word processors | 71 |
2.2.3.3. Online whiteboards | 74 |
2.2.4. Practical classroom ideas based on Collaboration 2.0 environments | 75 |
2.2.5. Guidelines for proper implementation of computer-mediated | |
collaborative learning | 79 |
2.3. Multimedia 2.0 | 80 |
2.3.1. Basic concepts of Web 2.0 authored multimedia | 80 |
2.3.2. The rationale behind the use of multimedia in the language classroom | 82 |
2.3.3. Multimedia 2.0 resources | 84 |
2.3.4. Digital materials development process | 85 |
2.3.5. Classroom implementation procedures and possible problems | 89 |
CHAPTER THREE. FOREIGN LANGUAGE TEACHER IN A CALL CLASSROOM – ATTITUDES, COMPETENCES AND ROLES | 95 |
3.1. Introductory issues | 95 |
3.2. Teacher perceptions of technology and CALL | 96 |
3.2.1. Positive attitudes to learning technologies | 96 |
3.2.2. Negative perceptions of technology and CALL | 98 |
3.2.3. Tools for investigating teachers’ perceptions of technology and CALL | 100 |
3.3. Technology adoption by teachers | 102 |
3.3.1. Concern-Based Adoption Model (Hall, Wallace & Dossett, 1973) | 104 |
3.3.2. Diffusion of Innovations (Rogers, 1983, 1995, 2003) | 104 |
3.3.3. Technology Acceptance Model (Davis, 1989) | 105 |
3.3.4. Curricular Innovation Model (Markee, 1997) | 106 |
3.3.5. Learning/Adoption Trajectory (Sherry, Tavalin & Gibson, 2000) | 107 |
3.3.6. Stages of Normalisation (Bax, 2003 | 107 |
3.3.7. Cycles of Innovation (Pennington, 2004) | 108 |
3.4. Factors affecting technology implementation in schools | 108 |
3.4.1. Enablers and barriers to innovation adoption | 108 |
3.4.2. Eliminating barriers to technology integration | 111 |
3.5. CALL teacher competences and skills | 112 |
3.5.1. Information Literacy | 112 |
3.5.2. Multiple skills and new literacies (Fitzpatrick & Davies, 2003) | 116 |
3.5.3. ‘The skills pyramid’ model (Hampel & Stickler, 2005) | 118 |
3.5.4. ‘Continuum of expertise’ model (Compton, 2009) | 120 |
3.6. Roles of the teacher in the CALL classroom | 122 |
3.6.1. Shift of instructor roles in CALL | 122 |
3.6.2. Conceptualisation of teacher roles in CALL | 124 |
3.6.2.1. Technical roles | 125 |
3.6.2.2. Managerial roles | 126 |
3.6.2.3. Pedagogical roles | 127 |
3.6.2.4. Social roles | 129 |
3.6.3. Role adoption by teachers | 130 |
CHAPTER FOUR. CALL TEACHER DEVELOPMENT – APPROACHES, GUIDELINES AND FRAMEWORKS | 135 |
4.1. Defining the CALL practitioner | 135 |
4.2. Approaches to CALL teacher development | 140 |
4.2.1. Teacher investment continuum model (Palmer, 1993) | 140 |
4.2.2. Trainer-directed and client-centred approaches | 142 |
4.2.3. Cognitive apprenticeship model (Atkinson, 1997) | 143 |
4.2.4. LEAP model (Bouziane, 2005a) | 144 |
4.2.5. Categories for ICT in teacher training (Collis & Jung, 2003) | 145 |
4.2.6. Technology infusion model (Gillingham & Topper, 1999) | 147 |
4.3. Characteristics of effective training | 148 |
4.3.1. Content selection issues | 148 |
4.3.2. Tools used in CALL training programmes | 155 |
4.3.3. Problems of CALL teacher development | 158 |
4.4. Guidelines for effective CALL training | 160 |
4.4.1. CALL course principles | 160 |
4.4.2. Tasks and procedures used in CALL courses | 165 |
4.5. Examples of teacher training curricula | 170 |
4.5.1. Aims of the courses | 170 |
4.5.2. Course syllabi | 172 |
4.5.3. Classroom procedures and assessment techniques | 175 |
CHAPTER FIVE. DIGITAL TEACHER TRAINING IN HIGHER EDUCATION INSTITUTIONS – ANALYSIS OF COURSE SYLLABI | 179 |
5.1. The aims of the study | 179 |
5.2. Sampling | 180 |
5.3. Design and procedure | 180 |
5.4. Presentation of results | 185 |
5.5. Discussion – Models of CALL courses | 190 |
5.6. Implications for the future | 198 |
CHAPTER SIX. DIGITAL TEACHER TRAINING IN HIGHER EDUCATION INSTITUTIONS – INTERVIEWS WITH CALL EXPERTS | 203 |
6.1. The aims of the study | 203 |
6.2. Sampling | 205 |
6.3. Design and procedure | 207 |
6.4. Results and findings | 209 |
6.4.1. Current and ideal state of ICT and CALL teacher training | 209 |
6.4.2. Methodology of digital competence development – forms of work | |
and assessment methods | 212 |
6.4.3. Skills, needs and expectations of contemporary foreign language students | 217 |
6.4.4. Competences of the language teacher in the digital age | 222 |
6.4.5. Obstacles to the implementation of digital teacher training | 224 |
6.4.6. Future directions of ICT and CALL teacher training | 227 |
6.5. Proposals for technology integration in foreign language teacher training | |
– towards normalised CALL | 230 |
6.5.1. Practical language classes – integrated skills | 230 |
6.5.2. Foreign language didactics – lesson observation, methods | |
and techniques of TEFL, TEFL methodology | 231 |
6.5.3. Culture studies | 232 |
6.5.4. Practical language classes – writing | 232 |
6.5.5. Thesis seminar | 233 |
CHAPTER SEVEN. STUDENT TEACHERS’ PERSONAL AND PROFESSIONAL PRACTICES IN COMPUTER USE, PERCEPTIONS AND EXPECTATIONS ABOUT TECHNOLOGY | 237 |
7.1. The aims of the research | 237 |
7.2. Research questions and corresponding questionnaire sections | 238 |
7.3. Sampling | 239 |
7.4. Design and procedure | 243 |
7.5. Presentation of results | 248 |
7.5.1. Descriptive analysis of results | 248 |
7.5.1.1. Characteristics of computer training in the B.A. programmes | 248 |
7.5.1.2. Students’ attitudes towards teaching with technology and teacher autonomy | 251 |
7.5.1.3. Perceptions of skills and abilities related to computer operation, | |
Internet use, digital materials design and technology-assisted lesson planning | 253 |
7.5.1.4. Students’ computer practices for personal use, personal | |
educational use and professional educational use | 256 |
7.5.1.5. Students’ expectations, hopes and fears towards | |
technology use in teaching | 260 |
7.5.2. Statistical analysis of results | 264 |
7.6. Implications for teacher training in the future | 279 |
GENERAL CONCLUSIONS | 285 |
REFERENCES | 289 |
Appendix 1. Examples of Internet-based lessons | 321 |
Appendix 2. Institutional factors that influence the implementation of CALL | |
in L2 classes (Zapata, 2004: 341-342) | 326 |
Appendix 3. Developing digital language teachers – an interview with CALL experts | 328 |
Appendix 4. Questionnaire | 330 |
Appendix 5. Practicum task probing the use of computer technologies | |
as teaching aids during lessons | 336 |
STRESZCZENIE | 339 |