The Language Teacher in the Digital Age

Jarosław Krajka

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ISBN/ISSN:

978-83-7784-131-0

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Rok wydania:

2012

Liczba stron:

341

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Krajka, Jarosław. The Language Teacher in the Digital Age. Red. . Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 2012, 341 s. ISBN 978-83-7784-131-0

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Krajka, J.

T1 The Language Teacher in the Digital Age

PB Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

PP Lublin

YR 2012

SN 978-83-7784-131-0

Bibliografia BibTex:

@Book{ 41796, author = "Krajka, Jarosław", editor = "", title = "The Language Teacher in the Digital Age", publisher = "Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej", year = "2012", address = "Lublin", isbn = "978-83-7784-131-0" }

Bibliografia endNote:

TY - BOOK

AU - Krajka, Jarosław

ED -

TI - The Language Teacher in the Digital Age

PB - Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

CY - Lublin

PY - 2012

SN - 978-83-7784-131-0

ER -

Netografia (standard APA):

Krajka, Jarosław. The Language Teacher in the Digital Age [baza danych online] Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 2012 [dostęp: 06 09 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/the-language-teacher-in-the-digital-age-jaroslaw-krajka-41796.

internet, Computer-Assisted Language Learning, EFL, foreign language teaching, language teacher education

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 zasad...

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ISBN/ISSN:

978-83-7784-131-0

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Rok wydania:

2012

Liczba stron:

341

XML:ISBN/ISSN:

ONIX MARC21

Acknowledgements6
Introduction10
CHAPTER ONE FROM WEB 1.0 TO WEB 2.0 – ON THE HISTORICAL DEVELOPMENT AND THE PRESENT DAY OF CALL16
1.1. Towards Web 2.0 – on the history of CALL16
1.1.1. Historical development of Computer-Assisted Language Learning (CALL)17
1.1.2. The present perspective and the future of CALL21
1.2. Web 2.0 in language education23
1.2.1. Definitions and concepts of Web 2.023
1.2.2. Major characteristics of the Web 2.0 framework26
1.2.3. Web 2.0 technologies, tools and services29
1.2.4. Students and teachers in the Web 2.0 classroom – ‘digital immigrants’ reaching towards ‘digital natives’33
1.3. Computer-assisted language instruction in the Web 1.0 age36
1.3.1. Approaches to Internet-assisted language teaching36
1.3.1.1. Web-based face-to-face instruction37
1.3.1.2. Collaborative projects40
1.3.1.3. Out-of-class self-study Internet use41
1.3.2. Internet activity formats43
1.3.2.1. Information collection and analysis43
1.3.2.2. Interpersonal exchanges45
1.3.2.3. Problem-solving47
1.3.3. Problems and pitfalls of Web 1.0 language instruction49
CHAPTER TWO SELECTED WEB 2.0 ENVIRONMENTS IN LANGUAGE TEACHING52
2.1. Concordancing 2.052
2.1.1. Issues involved in in-class corpus consultation54
2.1.2. Using ad-hoc corpora with selected texts56
2.1.3. Concordancing 2.0 tools58
2.1.4. Compiling a custom-made corpus60
2.2. Collaboration 2.062
2.2.1. Issues in computer-mediated collaboration62
2.2.2. Classification of collaboration tools64
2.2.3. Web 2.0 collaborative environments67
2.2.3.1. Wiki67
2.2.3.2. Online word processors68
2.2.3.3. Online whiteboards71
2.2.4. Practical classroom ideas based on Collaboration 2.0 environments72
2.2.5. Guidelines for proper implementation of computer-mediated collaborative learning76
2.3. Multimedia 2.077
2.3.1. Basic concepts of Web 2.0 authored multimedia77
2.3.2. The rationale behind the use of multimedia in the language classroom79
2.3.3. Multimedia 2.0 resources81
2.3.4. Digital materials development process82
2.3.5. Classroom implementation procedures and possible problems86
CHAPTER THREE FOREIGN LANGUAGE TEACHER IN A CALL CLASSROOM – ATTITUDES, COMPETENCES AND ROLES92
3.1. Introductory issues92
3.2. Teacher perceptions of technology and CALL93
3.2.1. Positive attitudes to learning technologies93
3.2.2. Negative perceptions of technology and CALL95
3.2.3. Tools for investigating teachers’ perceptions of technology and CALL97
3.3. Technology adoption by teachers99
3.3.1. Concern-Based Adoption Model (Hall, Wallace & Dossett, 1973)101
3.3.2. Diffusion of Innovations (Rogers, 1983, 1995, 2003)101
3.3.3. Technology Acceptance Model (Davis, 1989)102
3.3.4. Curricular Innovation Model (Markee, 1997)103
3.3.5. Learning/Adoption Trajectory (Sherry, Tavalin & Gibson, 2000)104
3.3.6. Stages of Normalisation (Bax, 2003104
3.4. Factors affecting technology implementation in schools105
3.3.7. Cycles of Innovation (Pennington, 2004)105
3.4.1. Enablers and barriers to innovation adoption105
3.4.2. Eliminating barriers to technology integration108
3.5. CALL teacher competences and skills109
3.5.1. Information Literacy109
3.5.2. Multiple skills and new literacies (Fitzpatrick & Davies, 2003)113
3.5.3. ‘The skills pyramid’ model (Hampel & Stickler, 2005)115
3.5.4. ‘Continuum of expertise’ model (Compton, 2009)117
3.6. Roles of the teacher in the CALL classroom119
3.6.1. Shift of instructor roles in CALL119
3.6.2. Conceptualisation of teacher roles in CALL121
3.6.2.1. Technical roles122
3.6.2.2. Managerial roles123
3.6.2.3. Pedagogical roles124
3.6.2.4. Social roles126
3.6.3. Role adoption by teachers127
CHAPTER FOUR CALL TEACHER DEVELOPMENT – APPROACHES, GUIDELINES AND FRAMEWORKS132
4.1. Defining the CALL practitioner132
4.2. Approaches to CALL teacher development137
4.2.1. Teacher investment continuum model (Palmer, 1993)137
4.2.2. Trainer-directed and client-centred approaches139
4.2.3. Cognitive apprenticeship model (Atkinson, 1997)140
4.2.4. LEAP model (Bouziane, 2005a)141
4.2.5. Categories for ICT in teacher training (Collis & Jung, 2003)142
4.2.6. Technology infusion model (Gillingham & Topper, 1999)144
4.3. Characteristics of effective training145
4.3.1. Content selection issues145
4.3.2. Tools used in CALL training programmes152
4.3.3. Problems of CALL teacher development155
4.4. Guidelines for effective CALL training157
4.4.1. CALL course principles157
4.4.2. Tasks and procedures used in CALL courses162
4.5. Examples of teacher training curricula167
4.5.1. Aims of the courses167
4.5.2. Course syllabi169
4.5.3. Classroom procedures and assessment techniques172
CHAPTER FIVE DIGITAL TEACHER TRAINING IN HIGHER EDUCATION INSTITUTIONS – ANALYSIS OF COURSE SYLLABI176
5.1. The aims of the study176
5.2. Sampling177
5.3. Design and procedure177
5.4. Presentation of results182
5.5. Discussion – Models of CALL courses187
5.6. Implications for the future195
CHAPTER SIX DIGITAL TEACHER TRAINING IN HIGHER EDUCATION INSTITUTIONS – INTERVIEWS WITH CALL EXPERTS200
6.1. The aims of the study200
6.2. Sampling202
6.3. Design and procedure204
6.4. Results and findings206
6.4.1. Current and ideal state of ICT and CALL teacher training206
6.4.2. Methodology of digital competence development – forms of work and assessment methods209
6.4.3. Skills, needs and expectations of contemporary foreign language students214
6.4.4. Competences of the language teacher in the digital age219
6.4.5. Obstacles to the implementation of digital teacher training221
6.4.6. Future directions of ICT and CALL teacher training224
6.5. Proposals for technology integration in foreign language teacher training – towards normalised CALL227
6.5.1. Practical language classes – integrated skills227
6.5.2. Foreign language didactics – lesson observation, methods and techniques of TEFL, TEFL methodology228
6.5.3. Culture studies229
6.5.4. Practical language classes – writing229
6.5.5. Thesis seminar230
CHAPTER SEVEN STUDENT TEACHERS’ PERSONAL AND PROFESSIONAL PRACTICES IN COMPUTER USE, PERCEPTIONS AND EXPECTATIONS ABOUT TECHNOLOGY234
7.1. The aims of the research234
7.2. Research questions and corresponding questionnaire sections235
7.3. Sampling236
7.4. Design and procedure240
7.5. Presentation of results245
7.5.1. Descriptive analysis of results245
7.5.1.1. Characteristics of computer training in the B.A. programmes245
7.5.1.2. Students’ attitudes towards teaching with technology and teacher autonomy248
7.5.1.3. Perceptions of skills and abilities related to computer operation, Internet use, digital materials design and technology-assisted lesson planning250
7.5.1.4. Students’ computer practices for personal use, personal educational use and professional educational use253
7.5.1.5. Students’ expectations, hopes and fears towards technology use in teaching257
7.5.2. Statistical analysis of results261
7.6. Implications for teacher training in the future276
GENERAL CONCLUSIONS282
REFERENCES286
Appendix 1. Examples of Internet-based lessons318
Appendix 2. Institutional factors that influence the implementation of CALL in L2 classes (Zapata, 2004: 341-342)323
Appendix 3. Developing digital language teachers – an interview with CALL experts325
Appendix 4. Questionnaire327
Appendix 5. Practicum task probing the use of computer technologies as teaching aids during lessons333
STRESZCZENIE336

INTRODUCTION

ofteninadequateornon-existent.Atthesametime,trainerscompetentatteaching

theuseoftechnologyinaparticularsubjectwereveryscarce.

However,sincethe2004DecreeoftheMinisterofNationalEducationon

teacherdevelopmentstandards,thesituationhasgraduallybeguntochange.First

ofall,theofﬁcialrequirementforcomputertrainingforallteacherdevelopment

programswasintroduced,insistingonaminimumof30hoursintheB.A.

curriculum.Thankstothis,universitiesbegantoorganisecomputerclassesand

paygreaterattentiontoComputer-AssistedLanguageLearning(CALL)asan

approachtolanguageteaching.Whilethetechnicalconditionswerenotalways

satisfactoryinthebeginning,greatinvestmentsintheinfrastructureofhigher

educationafterPoland,saccessiontotheEuropeanUnionhavemadetheproblem

ofhardwareandsoftwareavailabilitymuchlesspainfulthanformerly.

Atthesametimeachangeintheproﬁleofcomputerskillsandabilitiesof

studentsenteringmodernphilologyB.A.programsbegantobeobserved.With

increasingnumbersofstudentsclearlybelongingtothe‘DigitalNative,generation

(Prensky,2001,2004),trainees,familiaritywithcomputersandtheInternetwas

muchgreaterthanearlierin-serviceteachers.Greaterconﬁdenceintechnology

useineducationshouldthusresultindecreasingtheamountofcomputerliteracy

developmentthatisrequiredinfavourofmorecomprehensiveandversatile

treatmentofCALLmethodology.

Havingtheaboveinmind,itwasinterestingtoverifythestateofdevelopment

ofdigitalteachersatPolishhighereducationinstitutions.Whatcontentareasdo

theyselect?Whatobjectivesareposed?Whatresourcesandassessmentmethods

aretobeused?Thesewerecrucialquestionstobeaskedofteachersafterafew

yearsinteaching.

Asalmosttenyearshavepassedsincethebeginningoftheobligationto

provideICTtrainingtoprospectiveteachers,itseemedworthwhilediagnosingthe

actualstateofteacherpreparationfortechnology-assistedinstruction.Intermsof

theteacherdevelopmentprocess,itisinterestingtoobservetheplacethatclasses

devotedtodigitalliteracyanddigitalprofessionalliteracyoccupyinthelanguage

teachercurricula,aswellasmorespeciﬁccharacteristicsofmethodology,such

asskills,knowledgeanddesiredattitudes,topicstoberaised,plusmethodsand

techniquesusedduringclassestopresent,transfer,reinforceandassessknowledge

andskills.

Dataonhowcomputertrainingisdeliveredtoforeignlanguagestudents

whointendtobeteacherscouldbeobtainedusingavarietyofsources.

However,inthepresentstudyitwasdecidedthat,inordertoincreasethe

validityoftheresults,threeopposingviewpointsonICT-andCALL-oriented

teacherdevelopmentshouldbeselectedandexamined.Themostobjectivedata

comingfromdocumentssuchascoursecurriculaandsyllabiwouldneedtobe

juxtaposedwithobservationsofteachertrainersandperceptionsoflearners.

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