Week 2:
Integrating Technology
into Language Teacher
Education
Based on Chapter 19
Introduction
• More than ever, teachers need knowledge of computer‐assisted
language learning (CALL) principles and practices and skill in
adapting them to their own classroom settings.
Professional Development
• individual experimentation
• participation in a community of practice (Hanson‐Smith 2006;
Lave & Wenger 1991)
• the formal education process.
How?
Discussion
Interest in preparing language teachers to
use technology in their classrooms has
continuously grown over the past years.
However, the interest and need exceeds
the actual practices in language‐teacher
education programs (Kessler 2006)
How can technology be integrated into
LTE?
Teacher educators shoukd draw on one or more of these processes in creating courses to fit
the context and objectives of their particular setting.
• project‐based (Debski, 2006)
• situated learning (Egbert, 2006)
• reflective learning (Slaouti & Motteram, 2006)
• portfolio‐based (van Olphen, 2007)
• mentor‐based (Meskill et al., 2006)
• communities of practice (Hanson‐Smith, 2006)
A Teacher Education for Evolving
Technologies
• Assessment (AWE, ASE: Criterion,
Grammarly)
• Feedback for students (Kaizena for Google
Docs)
• Observation-monitoring (Edpuzzle)
• Social networking (how to integrate into
lessons for learners; how to engage with for
professional development): TESOL, IATEFL,
AAAL
Social Networking
• TESOL (Teachers of English to Speakers of
Other Languages)
• IATEFL (International Association of Teachers
of English as a Foreign Language)
• AAAL (American Association for Applied
Linguistics)
Key Challenges in Technology
Integration
• What are the shortcomings of CALL language
teacher education?
Challenges
• a general lack of preparation (Kessler, 2006),
• inadequate breadth (Peters, 2006),
• lack of contextualization (Egbert 2006),
• lack of following training (Egbert et al.,2002),
• reliance upon informal preparation (Kessler,
2007).
• focus on tools over pedagogy.
• institutional resistance/infrastructure gaps.
• tech evolution outpaces curriculum
Discussion
What do you think teachers can do for their
continuous professional development?
Action Research and Tech
• Action research is a process in which
participants examine their own educational
practice systematically and carefully
• A disciplined inquiry done by a teacher with the
intent that the research will inform and change
their practices in the future.
• Individual or collaborative