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INTRODUCTION
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Thus,athree-foldapproachthatmergedtheperspectivesofinstitution,teacher
andlearnerwasadoptedinthepresentwork,anditiscoveredindetailinthe
secondpartofthisbook.
Theaimofthisdissertationistoprovideaholisticaccountoftheteacher
developmentprocessintermsofthespecificskillsandcompetencesnecessary
todesign,plan,implementandevaluatetechnology-assistedforeignlanguage
instruction.Itaimstoanswerthequestionofwhatkindofpreparationinthis
areaisgenerallyofferedtoprospectivelanguageteachersbyhighereducation
institutionsinPolandandwhatitshouldbeaccordingtoexperiencedCALL
teachertrainers.Additionalareasstudiedincludeself-perceivedcomputerskills,
teachers,attitudesandpreferencestowardstheuseoftechnologyinteaching,as
wellastheirpersonalandprofessionalcomputerpracticesinL1andL2.Itseems
thatamplecoverageofalltheseareasshouldleadtoaholisticaccountofthe
digitalteacherdevelopmentprocess.
Thisbookisdividedintothreemajorparts.Thefirsttwochaptersgive
abackgroundtoCALL,withopposingviewsonthedevelopmentofCALL
presentedaswellassomedefinitionsandcharacteristicsoffirst-andsecond-
generationInternetuse.TheyalsocontainasummaryofthemostpopularCALL
practicesandselectedlearningenvironmentsinwhichtechnology-assisted
instructioncanbesuccessfullyimplemented.Ideassourcedfrompreviouswork
intheseareasaresupplementedwithpracticalexamplesanddiscussions.
Thus,thepresentworkhasaclearlytwo-foldfocus.Ontheonehand,itaims
atsystematising,evaluatingandsynthesisingresearchoutputonthematterof
CALLteacherconceptanddevelopment.Thisisdone,amongothers,through
thepresentationandjuxtapositionofteachertrainingparadigmsorteacher
conceptualisationmodels.
However,beforeacriticaldiscussionofmattersinvolvedineducating
aCALLspecialistcanberaised,itwasnecessarytopresentthebackgroundto
Computer-AssistedLanguageLearning.Thesettinginwhichadigitalteacheris
supposedtofunctionwassketchedinthefirsttwochaptersofthepresentbook.
First,anoverviewofWeb1.0andWeb2.0approachestocomputer-enhanced
languagelearningandteachingispresented.Inthesecondchapterafewselected
Web2.0learningenvironments(wikis,wordprocessors,onlinewhiteboards,
concordancers)aredescribedingreaterdetailsothatteachertrainersand
curriculumdevelopersfindnecessaryguidanceintheprocess.
Thesecondpartofthebooktakesthedigitallanguageteacherasthecentral
pointofanalysis.Theissueofteacherrolesandfunctions,withtheirtechnical
andmethodologicalcompetencesandabilities,isanalysedin-depthinChapter
Three,whileatthesametimesummarisingthediverseviewsonthephenomenon
oftechnologyadoption.ChapterFourfocusesontheprocessofdevelopingdigital
teachers,andcoversearlierworkintermsofcourseobjectives,contentselection,