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16
INTRODUCTION
classroomactivities,assessmentproceduresandevaluativemeasurestoserveas
astartingpointfortheempiricalstudy.
Thefinalthreechaptersformtheultimatepartofthebook,andcoverthe
actualresearchthatwasundertakenforthepurposesofthisstudy:diagnosingthe
currentstateoflanguageteacherpreparationfordeliveringtechnology-assisted
instructiontocontemporarystudents.Thesecondfocusofthebook,exemplifiedin
Chapters5,6and7,wastogatherdataonvariousaspectsoftheteachereducation
process.
Thestartingpointwastheformalanalysisofuniversitycurriculainorderto
estimatetheplaceandroleofcomputertrainingintheoveralllanguageteacher
preparationprocess.
Thesecondstepaimedatverifyingtheassumptionsmadeduringthe
curriculumanalysisthroughinterviewswithCALLexpertsfromuniversity
faculties.Comparingdeclarativestatementsfromcurriculawithreflectionsonthe
qualityofdigitalteacherpreparationasvoicedbyexpertswithwideexperience
inteachertrainingshouldleadtobetterunderstandingofhowtostructureCALL
preparatoryprograms.
Thethirdandfinalperspectiveisthatoflearners.Thus,theirperceptions
ofpriorcomputertraining,self-perceivedlevelofcomputerskills,personal
andprofessionalcomputerpracticesinL1andL2aswellasattitudestoand
preferencesoftechnologyusesinlanguageinstructionwereelicitedthrough
aclose-endedquestionnaire.Thenatureoftheinstrumentyieldeddataamenable
tostatisticalanalysis,hencevariousstatisticalanddata-miningprocedureswere
appliedtobetterunderstandandinterpretrelationshipswithinthedigitalteacher
trainingprocess.
EventhoughthepresentbookisinEnglish,itcannotbeassumedthatits
themeistheEnglishteacheronly.Onthecontrary,attemptsweremadetomake
thescopewiderandencompassalsotheeducationofothermodernphilologies.
Thisisevidencedintheselectionofprimarydocumentsforanalysis(course
syllabiinChapter5)aswellasinformants(intervieweesinChapter6).Onthe
otherhand,theuseofstudentteachersofEnglishasquestionnairerespondents
(Chapter7)aimedatprovidingalargeamountofcomparabledataamenableto
statisticalanalysis.Finally,itistobehopedthatduetothepublicationofthe
presentmonographinEnglish,themodelofdigitalteacherdevelopmentthathas
beencreatedinPolandsofarwillbemadeknowntoCALLeducatorsworldwide.
Whileitseemshighlyprobablethatthefuturewillbringfurtherdevelopmentsin
theareaoftechnology,resultinginnewmoresophisticatedlearningenvironments
andenhancedfunctionalitiestriggeringnewlearningprocesses,thegeneralideaof
therolesandfunctionsateacherplaysinatechnology-assistedclassroomshould
remainunchanged.Anawarenessoftheseisessentialfortheskillfulpreparation
andimplementationoflanguageinstructioninthedigitalage,andteachertrainers