The ultimate goal of CALL teacher education is to enable L2 teachers to integrate CALL technology into their classroom with confidence and knowledge. As a way to achieve this goal, an increasing number of studies have paid attention to the integration of CALL technology into the teacher education program and into the classroom. Nonetheless, there is little specific research into L2 teachers’ integration of technology into the classroom in relation to their prior technology education. As a means of better understanding the complexity of L2 teachers’ integration of technology into the classroom, this paper proposes a spherical model of such integration by reviewing and synthesizing the relevant literature. Drawing on this model, the paper emphasizes the importance of CALL teacher education with regard to L2 teachers’ integration of technology into the classroom. Next, it discusses how the model can contribute to future research on such integration.

Despite the increase of teacher preparation programs that emphasize the importance of training teachers to select and develop appropriate computer-assisted language learning (CALL) materials, integration of CALL into classroom settings is still frequently relegated to the use of selected CALL activities to supplement instruction or to provide additional practice. For the most part, we are still quite a way from what Bax (2003) calls the normalization stage of CALL, i.e., the stage where CALL becomes invisible and truly integrated. Podcasting, a new method of delivering on-demand audio and video files via the Web, shows promise as a technology that may allow teachers to expand the confines of their classrooms, and is becoming increasingly popular in educational contexts. Current use of podcasting in education remains, however, limited primarily to the delivery of recorded lectures in a portable, online format. We believe podcasting has the potential to not only act as a rich source of input and instruction for students in the language classroom, but also to transform instruction. Consequently, this paper describes a structured attempt to integrate CALL activities in the form of podcasts into an academic English as a Second Language (ESL) course on listening strategies. Preliminary evaluation of this ongoing project suggests that both the teacher and the students find the podcasts to be a positive component of the course.