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Teacher education in CALL [[electronic resource] /] / edited by Philip Hubbard, Michael J. Levy
| Teacher education in CALL [[electronic resource] /] / edited by Philip Hubbard, Michael J. Levy |
| Pubbl/distr/stampa | Philadelphia, PA, : John Benjamins Pub. Co., c2006 |
| Descrizione fisica | xi, 354 p |
| Disciplina | 418/.007 |
| Altri autori (Persone) |
HubbardPhilip <1952->
LevyMike <1953-> |
| Collana | Lanuage learning and language teaching |
| Soggetto topico |
Language and languages - Computer-assisted instruction
Language teachers - Training of |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-282-15544-X
9786612155444 90-272-9332-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910454531603321 |
| Philadelphia, PA, : John Benjamins Pub. Co., c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teacher education in CALL [[electronic resource] /] / edited by Philip Hubbard, Michael J. Levy
| Teacher education in CALL [[electronic resource] /] / edited by Philip Hubbard, Michael J. Levy |
| Pubbl/distr/stampa | Philadelphia, PA, : John Benjamins Pub. Co., c2006 |
| Descrizione fisica | xi, 354 p |
| Disciplina | 418/.007 |
| Altri autori (Persone) |
HubbardPhilip <1952->
LevyMike <1953-> |
| Collana | Lanuage learning and language teaching |
| Soggetto topico |
Language and languages - Computer-assisted instruction
Language teachers - Training of |
| ISBN |
1-282-15544-X
9786612155444 90-272-9332-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910782164803321 |
| Philadelphia, PA, : John Benjamins Pub. Co., c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teacher education in CALL / / edited by Philip Hubbard, Michael J. Levy
| Teacher education in CALL / / edited by Philip Hubbard, Michael J. Levy |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Philadelphia, PA, : John Benjamins Pub. Co., c2006 |
| Descrizione fisica | xi, 354 p |
| Disciplina | 418/.007 |
| Altri autori (Persone) |
HubbardPhilip <1952->
LevyMike <1953-> |
| Collana | Lanuage learning and language teaching |
| Soggetto topico |
Language and languages - Computer-assisted instruction
Language teachers - Training of |
| ISBN |
1-282-15544-X
9786612155444 90-272-9332-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Teacher Education in CALL -- Editorial page -- Title page -- LCC data -- Table of contents -- Foreword -- Introduction -- References -- Part I. Foundations of teacher education in CALL -- The scope of CALL education -- The state of CALL teacher education -- A role-based framework for CALL education -- Functional roles -- Institutional roles -- Filling in the matrix -- Discussion -- Future developments -- References -- Assessing CALL teacher training -- Why should we be concerned? -- Methodology -- Survey results -- Focus group results -- Interview results -- What could we do better? Some recommendations -- Involve a specialist -- Involve all stakeholders -- Provide incentives -- Keep use relevant -- References -- APPENDIX A -- Survey questions -- APPENDIX B -- Questions for focus groups -- APPENDIX C -- Interview Questions -- Technology standards for teacher education, credentialing, and certification -- Introduction -- The history and development of learner standards of foreign language education in the United States -- Learner and teacher education standards development vis-à-vis technology -- Teaching and teacher education standards -- Standards: Technology and research initiatives -- Standards in action: Three models -- An American University -- Colombia, South America -- The European Union -- Conclusion -- References -- Part II. CALL degree programs -- Matching language and IT skills -- Introduction -- Rationale -- Target group and entry qualifications -- Concept of CALL -- The teaching team -- The planning process and its outcome -- Components and contents of the programme -- Principles and practices -- Degree programme, final form -- Reasons for changes -- Some lessons learnt -- Needs analysis and the financial metric: Humans, machines or books? -- Common sense and flexibility -- Assessment and student support -- Transparency -- Assessment.
A final comment -- Notes -- References -- Reconstructing practice -- Background -- Starting points: Language teachers, ICT and professional development needs -- The knowledge base for language teacher education and ICT -- Towards reconstruction -- Reconstruction: A situated experience -- Reconstructive processes -- Identifying reconstruction -- References -- Theory and practice in teaching project-oriented CALL -- Introduction -- Rationalization and teaching -- Project-oriented learning -- The CALL program -- Transformation of the program -- The subject -- Discussion of learning outcomes -- Learning theory-in-practice -- Conclusions -- References -- Part III. CALL pre-service courses -- When the technology course is required -- Preparing language teachers for the 21st century: Problems and solutions -- A novel approach to language teacher training -- The revised curriculum -- The required technology course -- The technology-curriculum connection -- The impact on students -- Computer literacy -- Teaching and development -- Marketability -- Insights and suggestions -- Notes -- References -- Teaching the creation of software that uses speech recognition -- Introduction -- Introducing CALLLT to the students - the historical context -- Advantages and limitations of using language technologies in CALL systems -- System planning - principles and design -- Principles of good interaction -- Immersion issues -- Commercialized CALL systems -- Parts of a CALLLT system -- Actual system creation -- Cognitive Tutor Authoring Tools -- Sphinx-2 Speech Recognition System -- Integration components -- Walk-through of example exercise -- Other exercises built by the CALLLT students -- Assessing CALLLT systems -- Conclusion -- References -- Developing computer competencies for pre-service language teachers -- Introduction -- Background -- Context -- Research. Instruments -- Participants -- Results -- Questionnaire -- Journals -- Findings -- Discussion -- Conclusion -- Note -- References -- Learning in context -- Teacher learning -- Situated contexts and learning about teaching -- Situating teacher learning online -- Evaluating the situatedness of the online CALL course -- The instructor's role -- Cases as situated learning experiences -- Evaluating the situatedness of the case -- Conclusion -- References -- Training CALL teachers online -- CALL and online learning -- The need for an online CALL course -- The approach of CALL Online at Saint Michael's College -- Evolution of CALL Online at SMC: The three phases of development (1997-2000) -- The guiding premise of CALL Online -- Goals and objectives of CALL Online -- Structure and content of CALL Online -- Conclusions -- Challenges in teaching CALL Online and some solutions -- Other lessons learned -- Plans for the future -- References -- Part IV. CALL in-service projects, courses, and workshops -- Training for trainers -- Introduction and background -- The OILTE teacher training programme: Overall design and implementation -- Content and pedagogical approach -- Evaluation -- Evaluation of Phase 1 (Training for Trainers) -- Evaluation of Phase 2 (in-service courses) -- Discussion and recommendations -- Conclusion -- Notes -- References -- Appendix 1: Programme of Session 4 (Phase 1) -- Objectives -- Programme -- Appendix 2: Example of course descriptor -- How WebQuests send technology to the background -- What is a WebQuest? -- Scaffolding and cognitive apprenticeship -- The context -- Data collection and analysis -- The experience of the course -- Scheduling -- Brainstorming -- Scaffolding measures -- Technical learning -- Using the asynchronous forum -- Developing a sample student product -- Lessons learned. Assumptions and beliefs about language teaching and learning -- Strategies for supporting student learning -- Beliefs about technology use -- Conclusion -- References -- Designing and implementing collaborative Internet projects in Siberia -- Introduction -- In-service CALL course: "Teaching with Technology: Designing and Implementing CALL Projects'' -- Course design -- Course syllabus -- Technology focus -- Special course considerations -- Two pilot studies of the new course and evaluation -- Current status of the course -- Conclusion -- Note -- References -- In-service CALL education -- Introduction -- Integrating IT into teaching -- IT integration in Hong Kong schools -- Research design -- Case studies -- Penny -- Cathy -- Discussion -- Conclusion -- References -- Teacher preparation for online language instruction -- Introduction -- Teacher preparation in CALL -- Key target areas for teacher training -- Online language learning at Carnegie Mellon -- Early history of LOL teacher preparation -- Case studies: Four online instructors -- The evolution of pedagogical practice in Language Online -- Building a community of learners -- Fostering active participation -- Innovation in collaborative technologies -- Individualization for students and instructors -- Conclusion -- Notes -- References -- Part V. Alternatives to formal CALL training -- Expert-novice teacher mentoring in language learning technology -- Perspective -- TALL professional development activities -- Data gathering -- Results and observations -- Pre-service teacher reflections on mentoring -- Work with in-service mentors -- Work with doctoral student mentors -- In-service teacher reflections on mentoring -- Work with pre-service teachers -- Work with the doctoral students -- Doctoral student reflections on mentoring -- Work with pre-service teachers -- Work with in-service teachers. Suggested improvements -- Implications and importance -- Notes -- References -- Communities of practice for pre- and in-service teacher education -- What are communities of practice? -- Purpose or domain -- Practice through experiential collaboration -- Essential tools -- Social scaffolding -- Future prospects -- Note -- References -- Training ourselves to train our students for CALL -- Identifying the problem -- Learner training -- Project faculty training -- Training faculty outside the project group -- Changes in teacher implementation -- Changes in student implementation -- What we have learned -- Redirect the teacher's approach from focusing on a specific task to identifying the learning goal first. -- Shift emphasis from simply reinforcing content taught in class to training students in strategies for independent learning. -- Extend to regular classroom activities. -- Consultant's perspective -- Conclusion -- Note -- References -- Helping teachers to help themselves -- Autonomy and self-directed learning -- Traits related to autonomous, self-directed learning -- A simple scenario -- Defining the CALL instructor -- Why course work is not enough -- Preparing autonomous CALL teachers - Train for the future, not just the present -- A knowledge base that removes some of the mystery of the technology -- The confidence to try something new -- Building an awareness of the range of available resources -- Post-course follow-up and support -- Supporting autonomy at the program level -- Conclusion -- References -- CALL teacher education resources and professional organizations -- Index -- The series Language Learning & -- Language Teaching. |
| Altri titoli varianti | Teacher education in computer-assisted language learning |
| Record Nr. | UNINA-9910826609003321 |
| Philadelphia, PA, : John Benjamins Pub. Co., c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||