Teacher education in CALL / / edited by Philip Hubbard, Michael J. Levy

• Pubblicazione: Philadelphia, PA, : John Benjamins Pub. Co., c2006
• Edizione: 1st ed.
• Descrizione fisica: xi, 354 p
• Disciplina: 418/.007
• Soggetto topico: Language and languages - Computer-assisted instruction; Language teachers - Training of
• Altri autori: HubbardPhilip <1952-> LevyMike <1953->
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• 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.
• Sommario/riassunto: This volume addresses the need for a more considered and systematic approach to teacher education and training in Computer-Assisted Language Learning (CALL), in all its forms: Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning and so on. The 20 chapters of the book are divided into five parts: (1) foundations of teacher education in CALL; (2) CALL degree programs; (3) CALL pre-service courses; (4) CALL in-service projects, courses, and workshops; (5) alternatives to formal CALL training. The chapters cover a broad range of levels, environments, countries, and languages. Rather than simply offering inspired speculation, the chapters provide practical information to readers, reporting on what has actually been done in a wide variety of teacher education programs and courses around the world. In many cases, the chapters describe how programs and courses have evolved, and include either qualitative or quantitative research, or both, to inform the structure of CALL courses, tasks and activities.
• Altri titoli varianti: Teacher education in computer-assisted language learning
• Titolo autorizzato: Teacher education in CALL
• ISBN: 1-282-15544-X; 9786612155444; 90-272-9332-5
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910826609003321
• Lo trovi qui: Univ. Federico II