Teachers Acquisition of CALL Expertise

View Sample PDF

Author(s): Steven Sharp (University of Maryland, College Park, USA)
Copyright: 2013
Pages: 17
Source title: Explorations of Language Teaching and Learning with Computational Assistance
Source Author(s)/Editor(s): Professor Bin Zou (Xi'an Jiaotong-Liverpool University, China)
DOI: 10.4018/978-1-4666-1855-8.ch016

Keywords: Computer-Assisted Language Learning / Education / Educational Technologies / Information Science Reference

Purchase

View Teachers Acquisition of CALL Expertise on the publisher's website for pricing and purchasing information.

Abstract

Research indicates that teachers need preparation in classroom based technology use, but teacher education programs do not prepare them. Nevertheless some teachers are effective with technology in language classrooms. In this paper, the author examines successes and challenges and documents how teachers succeed in developing their own expertise for technology use in language classrooms. Data collection included teacher interviews to discover successes or contradictions within the planning and implementation of technology in language classrooms. This study investigates how the choices that teachers make influence the way technology motivates student learning. These choices determine how successful they are in creating an environment free of technologically mediated contradictions. The author uses the cultural historical activity theory (CHAT) to examine the ways that teachers use technology to promote language learning. This study found that communities of practice influence how teachers can implement technology in language instruction.

The IRMA Community

Research IRM

Teachers Acquisition of CALL Expertise

Purchase

Abstract

Related Content

IRMA Sponsors