The Language Teacher in the Digital Age

The Language Teacher in the Digital Age

Towards a Systematic Approach to Digital Teacher Development

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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.


Liczba stron344
WydawcaWydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
ISBN-13978-83-7784-131-0
Język publikacjiangielski
Informacja o sprzedawcyRavelo Sp. z o.o.

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
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