Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-28T13:39:59.608Z Has data issue: false hasContentIssue false
  • English
  • Français

New competencies in a new era? Examining the impact of a teacher training project

Published online by Cambridge University Press:  01 September 2009

Melinda Dooly
Melinda Dooly
Affiliation:
G5-107, Ciències de l’Educació, Campus Bellaterra, Universitat Autònoma de Barcelona, 08193 Cerdanyola del Vallès (Barcelona), Spain (email: melindaann.dooly@uab.cat)
Get access Rights & Permissions [Opens in a new window]

Abstract

This article describes follow-up research aimed at exploring the long-term impact on participants of a teacher training course that integrated a variety of projects focusing on ICT use in language teaching. Internet in education is often promoted for its features that allow for new opportunities for constructivist approaches in the classroom. Nevertheless, this will not simply happen on its own. Teacher education must help shift students teachers’ pedagogical premise toward approaches that promote autonomous learning and collaborative problem-solving. Teacher training can highlight how this can be supported through ICT.

The article chronicles the first year following the closure of a teacher-training project, paying particular attention to current practices and perspectives of the primary and secondary education teachers involved. Data were gathered through questionnaires and semi-structured e-mail interviews, along with field notes and ongoing observation of participants’ current teaching environments in order to generate material for triangulation and contextual understanding of the data. The analysis of whether the project described herein has contributed to reducing the gap between the theoretical framework of teaching competences in telecollaboration and its transferral to teaching praxis is significant for future input on other training programmes.

Keywords

ICT teacher trainingtelecollaborationICT teacher competencieslearner-centred
Type
Selected paper from EUROCALL 2008
Information
ReCALL , Volume 21 , Issue 3 , September 2009 , pp. 352 - 369
Copyright
Copyright © European Association for Computer Assisted Language Learning 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abbitt, J. T.Klett, M. D. (2007) Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators. Electronic Journal for the Integration of Technology in Education, 6: 28–42. http://ejite.isu.edu/CurrentIssue.htmlGoogle Scholar
Almås, A. G.Krumsvik, R. (2008) Teaching in technology-rich classrooms: is there a gap between teachers’ intentions and ICT practices? Research in Comparative and International Education, 3(2): 103–121.CrossRefGoogle Scholar
Arnold, N.Ducate, L. (2006) Future foreign language teachers’ social and cognitive collaboration in an online environment. Language Learning & Technology, 10(1): 42–66. http://llt.msu.edu/vol10num1/pdf/arnoldducate.pdfGoogle Scholar
Arnold, N., Ducate, L.Lomicka, L. (2007) Virtual communities of practice in teacher education. In: Kassen, M. A., Lavine, R. Z. Murphy-Judy, K. and Peters, M. (eds.) Preparing and Developing Technology-proficient L2 Teachers. CALICO Monograph Series Vol. 6. Texas, USA, 103-132.Google Scholar
Barnett, M. (2002) Issues and Trends Concerning Electronic Networking Technologies for Teacher Professional Development: A Critical Review of the Literature. Paper presented at the annual meeting of American Educational Research Association, New Orleans, 2nd April 2002.Google Scholar
Baskin, C. (2001) The Titanic, Volkswagens and collaborative group work. Remaking old favourites with new learning technologies. Australian Journal of Educational Technology, 17(3): 265–278.Google Scholar
BECTA (2008) Web 2.0 Technologies for Learning at KS3 and KS4: Learners’ Use of Web 2.0 Technologies in and out of School. London: BECTA.Google Scholar
Bigum, C. (1997) Teachers and computers: In control or being controlled? Australian Journal of Education, 41(3): 247–261.CrossRefGoogle Scholar
Bonk, C., Hansen, E., Grabner-Hagen, M., Lazar, S.Mirabelli, C. (1996) Time to ‘connect’: Synchronous and asynchronous case-based dialogue among pre-service teachers. In: Liao, T. (ed.) Advanced Educational Technology: Research Issues and Future Potential. Berlin: Springer Verlag, 289–314.Google Scholar
Burniske, R. W.Monke, L. (2001) Breaking Down the Digital Walls: Learning to Teach in a Post-Modem World. Albany, NY: SUNY Press.Google Scholar
Carlson, S.Gadio, C. T. (2002) Teacher professional development in the use of technology. In: Haddad, W.D. and Draxler, A. (eds.) Technologies for Education: Potential, Parameters, and Prospects. Paris and Washington, D.C.: UNESCO and AED.Google Scholar
Cuban, L., Kirkpatrick, H.Peck, C. (2001) High access and low use of technologies in high school classrooms: explaining an apparent paradox. American Educational Research Journal, 38(4): 813–834.CrossRefGoogle Scholar
Dooly, M. (2008) Understanding the many steps for effective collaborative language projects. Language Learning Journal, 36(1): 65–79.CrossRefGoogle Scholar
Dooly, M. (2009) Doing Diversity. Teachers’ Construction of their Classroom Reality. Vol. 82 Linguistic Insights. Bern: Peter Lang.Google Scholar
Egbert, J., Paulus, T. M.Nakamichi, Y. (2002) The impact of call instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6(3): 108–126. http://llt.msu.edu/vol6num3/egbert/Google Scholar
Egbert, J. (2006) Learning in context: Situating language teacher learning in CALL. In: Levy, M. and Hubbard, P. (eds.) Teacher Education in CALL. Philadelphia, PA: John Benjamins, 167–181.CrossRefGoogle Scholar
Endacott, R. (2005) Clinical research 4: qualitative data collection and analysis. Intensive and Critical Care Nursing, 21: 123–127.CrossRefGoogle ScholarPubMed
Fujike, T. (2004) Collaborative interaction in EFL web-based debates. How do learners develop socially constructed knowledge? CALL-EJ Online, 5(2). http://www.tell.is.ritsumei.ac.jp/callejonline/journal/5-2/fujiike.htmlGoogle Scholar
Galanouli, D., Murphy, C.Gardner, J. (2004) Teachers’ perceptions of the effectiveness of ICT-competence training. Computers and Education, 43(1–2): 63–79.CrossRefGoogle Scholar
Greenhow, C. (2007) What teacher education needs to know about Web 2.0: Preparing new teachers in the 21st century. In: Crawford, C. et al. (eds.) Proceedings of Society for Information Technology and Teacher Education International Conference 2007. Chesapeake, VA: AACE, 1989–1992.Google Scholar
Haddad, W. D. (2003) Is instructional technology a must for learning? TechKnowLogia.org.Google Scholar
http://www.techknowlogia.org/TKL_active_pages2/CurrentArticles/main.asp?IssueNumber=19andFileType=HTMLandArticleID=455Google Scholar
Hampel, R.Hauck, M. (2004) Towards an effective use of audio conferencing in distance language courses. Language Learning and Technology, 8(1): 66–82.Google Scholar
Higgins, C. J.Kassen, M. (1997) Meeting the technology challenge: Introducing teachers to language-learning technology. In: Bush, M. D. and Terry, R. M. (eds.) Technology-Enhanced Language Learning. Lincolnwood: National Textbook Company, 263–285.Google Scholar
Hodgson, S. (2004) Cutting through the silence: a sociological construction of self-injury. Sociological Inquiry, 74(2): 162–179.CrossRefGoogle Scholar
Hutchings, C. (2008) Great Expectations of ICT. Findings from second phase of research, briefing paper. http://www.jisc.ac.uk/publications/publications/greatexpectationsbp.aspxGoogle Scholar
Janssens-Bevernage, A., Cornille, B.Mwaniki, N. (2005) Integrating ICT in teacher training: Reflections on practice and policy implications – a case study of the learning resource centre at the Kenya technical teachers college. In: Etta, F. and Elder, L. (eds.) At the Crossroads. ICT Policymaking in East Africa. Nairobi: East African Educational Publishers, 153–165.Google Scholar
Jung, I. (2005) ICT-pedagogy integration in teacher training: application cases worldwide. Educational Technology and Society, 8(2): 94–101.Google Scholar
Karchmer, R. A. (2001) The journey ahead: thirteen teachers report how the Internet influences literacy and literacy instruction in their K–12 classrooms. Reading Research Quarterly, 36(4): 442–466.CrossRefGoogle Scholar
Lam, Y. (2000) Technophilia v. technophobia: A preliminary look at why second language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56: 389–420.CrossRefGoogle Scholar
Lave, J. C.Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Leask, M.Pachler, N. (2001) Learning to Teach Using ICT in the Secondary School. London: Routledge Falmer.Google Scholar
Levinson, P. (1990) Computer conferencing in the context of the evolution of media. In: Harasim, L.M. (ed.) Online Education: Perspectives on a New Environment. NY: Praeger, 3–14.Google Scholar
Medway Council ICT across the curriculum ICTAC. http://www.medway.gov.uk/index/learning/schoolinfo/38557/37417/ictinschools/39273.htmGoogle Scholar
Meho, L. I. (2006) E-mail interviewing in qualitative research: a methodological discussion. Journal of the American Society for Information Science and Technology, 57(10): 1284–1295.CrossRefGoogle Scholar
Meskill, C., Mossop, J., DiAngelo, S.Pasquale, R. K. (2002) Expert and novice teacher talking technology: Precepts, concepts and misconcepts. Language Learning & Technology, 6(3): 46–57. http://llt.msu.edu/vol6num3/pdf/meskill.pdfGoogle Scholar
Moskowitz, G. (1978) Caring and Sharing in the Foreign Language Class: A Sourcebook on Humanistic Techniques. Massachusetts: Newbury House.Google Scholar
Newby, M.Fisher, D. L. (1996), The Computer Laboratory Environment Inventory. Presented at the Annual Conference of the Higher Education and Research Development Society of Australia (HERDSA), Perth, Western Australia.Google Scholar
Perraton, H., Robinson, B.Creed, C. (2001) Teacher Education Through Distance Learning: Technology, Curriculum, Evaluation, Cost. Paris: UNESCO.Google Scholar
Robinson, B.Latchem, C. (2003) Teacher education: challenges and change. In: Robinson, B. and Latchem, C. (eds.) Teacher Education Through Open and Distance Learning. London: Routledge Falmer, 1–27.Google Scholar
Roth, R. A. (1989) Preparing the reflective practitioner: transforming the apprentice through the dialectic. Journal of Teacher Education, 40: 31–35.CrossRefGoogle Scholar
Salaberry, M. R. (2001) The use of technology for second language learning and teaching: A retrospective. Modern Language Journal, 85(1): 39–56.CrossRefGoogle Scholar
Sasseville, B. (2004) Integrating information and communication technology in the classroom: a comparative discourse analysis. Canadian Journal of Learning and Technology, 30(2). http://www.cjlt.ca/content/vol30.2/cjlt30-2_art-1.htmlCrossRefGoogle Scholar
Schon, D. (1988) Educating the Reflective Practitioner. San Francisco: Jossey-Bass.Google Scholar
Sime, D.Priestley, M. (2005) Student teachers’ first reflections on information and communications technology and classroom learning: implications for initial teacher education. Journal of Computer Assisted Learning, 21(2): 130–142.CrossRefGoogle Scholar
Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N.Angeles, J. (2000) Teachers’ tools for the 21st Century: A Report on Teachers’ Use of Technology. Washington, DC: National Center for Education Statistics.Google Scholar
Snyder, I., Jones, A.Lo Bianco, J. (2005) Using Information and Communication Technologies in Adult Literacy Education: New Practices, New Challenges. Research Overview. Adelaide: National Centre for Vocational Education Research (NCVER).Google Scholar
Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.CrossRefGoogle Scholar