Student Teachers and CALL: Personal and pedagogical uses and beliefs
DOI:
https://doi.org/10.1558/cj.26968Keywords:
Teacher Education, Student Teachers, CALLAbstract
The student teaching semester affords teacher candidates the chance to apply what they have learned during their teacher preparation coursework. Therefore, it can be a prime opportunity for student teachers to implement computer assisted language learning (CALL) and use technology for their own language learning. This study explores United States K-12 foreign language (FL) student teachers’ use of and beliefs about CALL technologies. Four research questions guide this study: (a) How are FL student teachers using CALL for personal language learning (if at all)? (b) What do FL student teachers report they believe about their own personal language learning using CALL? (c) How are FL student teachers using CALL pedagogically (if at all)? (d) What do FL student teachers report they believe about their teacher preparation in CALL? Data from 73 FL student teachers suggest FL student teachers do not feel well prepared to use CALL technologies pedagogically and that they have a limited repertoire of technology resources. Approximately 85% of these student teachers self-report their knowledge of CALL technologies as novice or intermediate. This article examines the virtues and shortcomings of FL student teachers’ preparation and use of CALL and offers suggestions for FL teacher education.References
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Beatty, K. (2013). Teaching and researching: Computer-Assisted Language Learning. London: Routledge.
Chambers, A., & Bax, S. (2006). Making CALL work: Toward normalization. System, 34, 465–479. https://doi.org/10.1016/j.system.2006.08.001
Corbin, J. M., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). London: Sage Publications.
Creswell, J. W. (2013). Research designs: Qualitative, quantitative, and mixed methods approaches. London: Sage Publications.
Cutrim Schmid, E., & Hegelheimer, V. (2014). Collaborative research projects in the technology?enhanced language classroom: Pre?service and in?service teachers exchange knowledge about technology. ReCALL, 26, 315–332. https://doi.org/10.1017/S0958344014000135
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. New Jersey: Lawrence Erlbaum Associates.
Egbert, J., Paulus, T., & 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.
Egbert, J., & Thomas, M. (2001). The new frontier: A case study in applying instructional design for distance teacher education. Journal of Technology and Teacher Education, 9(3), 391–405.
Felix, U. (2005). Analysing recent CALL effectiveness research—Towards a common agenda. Computer Assisted Language Learning, 18(1 & 2), 1–32. https://doi.org/10.1080/09588220500132274
Fleming, L., Motamedi, V., & May, L. (2007). Predicting preservice teacher competence in computer technology: Modeling and application in training environments. Journal of Technology and Teacher Education, 15(2), 207–231.
Galloway, J. P. (1997). How teachers use and learn to use computers. Technology and Teacher Education Annual, 857–859.
Goertler, S., & Winke, P (2008). The effectiveness of technology-enhanced foreign language teaching. In S. Goertler & P. Winke (Eds.), Opening doors through distance Education: Principles, perspectives, and practices (pp. 233-260). CALICO Monograph Series 7. San Marcos, TX: CALICO.
Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT? Journal of Computer Assisted Learning, 27, 191–203. https://doi.org/10.1111/j.1365-2729.2010.00389.x
Hargrave, C., & Hsu, Y. (2000). Survey of instructional technology courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 303–314.
Hegelheimer, V. (2006). When the technology course is required. In P. Hubbard & M. Levy (Eds.), Teacher education and CALL (pp. 117–133). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14.12heg
Hildebrandt, S., Hlas, A. C., & Conroy, K. (2013). A comparison of nine world language teacher preparation programs within and across three states. Northeast Conference on the Teaching of Foreign Languages Review, 72, 15-44.
Hirschel, R. (2012). Moodle: Students’ perspectives on forums, glossaries and quizzes. JALT CALL Journal, 8, 95–112.
Hlas, A. C., & Hildebrandt, S. A. (2010). Demonstrations of pedagogical content knowledge: Spanish Liberal Arts and Spanish Education majors’ writing. L2 Journal, 2(10), 1-22.
Hong, K. H. (2010). CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22(1), 53–69. https://doi.org/10.1017/S095834400999019X
Hubbard, P., & Levy, M. (2006a). Introduction. In P. Hubbard & M. Levy (Eds.), Teacher Education and CALL (pp. ix–xi). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14
Hubbard, P., & Levy, M. (2006b). The scope of CALL education. In P. Hubbard & M. Levy (Eds.), Teacher Education and CALL (pp. 3–20). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14.04hub
Jones, E. (2013). First year teachers’ technology use: Perceptions of factors affecting technology integration (Doctoral Dissertation). University of Kansas.
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38, 385–410. https://doi.org/10.1080/15391523.2006.10782466
Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what could we do better? In P. Hubbard & M. Levy (Eds.), Teacher Education in CALL (pp. 23–44). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14.05kes
Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173–188. https://doi.org/10.1080/09588220701331394
Kessler, G. (2010). When they talk about CALL: Discourse in a required CALL class. CALICO Journal, 27(2), 376–392. https://doi.org/10.11139/cj.27.2.376-392
Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second language teachers do or do not use technology in their classroom. The Canadian Modern Language Review, 56, 389–420. https://doi.org/10.3138/cmlr.56.3.389
Levy, M. (1997). A rationale for teacher education and CALL: The holistic view and its implications. Computers and the Humanities, 30, 293–302.
Lord, G., & Lomicka, L. (2011). Calling on educators: Paving the way for the future of technology and CALL. In N. Arnold & L. Ducate (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (pp. 441–469). San Marcos, TX: CALICO.
Luke, C. L., & Britten, J. S. (2007). The expanding role of technology in foreign language teacher education programs. CALICO Journal, 24(2), 253–267.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Marseden, E., Mackey, A., & Plonsky, L (2016). The IRIS Repository: Advancing research practice and methodology. In A. Mackey & E. Marsden (Eds.), Advancing methodology and practice: the IRIS Repository of Instruments for Research into Second Languages (pp. 1–21). New York: Routledge.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
Peters, M. (2006). Developing computer competencies for preservice teachers: Is one course enough? In P. Hubbard & M. Levy (Eds.), Teacher Education and CALL (pp. 153–165). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14.14pet
Puentedura, R. R. (2009). As we may teach: Educational technology, from theory into practice [Blog post]. Retrieved from: http://www.hippasus.com/rrpweblog/archives/000025.html
Raschio, R., & Raymond, R. L. (2003). Where are we with technology? What teachers of Spanish and Portuguese have to say about the presence of technology in their teaching. Hispania, 86(1), 88–96. https://doi.org/10.2307/20062817
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102–119). New York: Simon & Schuster Macmillan.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
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.
Stuhlmann, J., & Taylor, H. (1999). Preparing technically competent student teachers: A three year study of interventions and experiences. Journal of Technology and Teacher Education, 7(4), 333–350.
Swanson, P. (2013). Identifying and recruiting language teachers: A research-based approach. Charlotte, NC: Information Age Publishing.
Williams, L., Abraham, L., & Bostelmann, E. (2014). A discourse-based approach to CALL training and professional development. Foreign Language Annals, 47(4), 614–629. https://doi.org/10.1111/flan.12119
Beatty, K. (2013). Teaching and researching: Computer-Assisted Language Learning. London: Routledge.
Chambers, A., & Bax, S. (2006). Making CALL work: Toward normalization. System, 34, 465–479. https://doi.org/10.1016/j.system.2006.08.001
Corbin, J. M., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). London: Sage Publications.
Creswell, J. W. (2013). Research designs: Qualitative, quantitative, and mixed methods approaches. London: Sage Publications.
Cutrim Schmid, E., & Hegelheimer, V. (2014). Collaborative research projects in the technology?enhanced language classroom: Pre?service and in?service teachers exchange knowledge about technology. ReCALL, 26, 315–332. https://doi.org/10.1017/S0958344014000135
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. New Jersey: Lawrence Erlbaum Associates.
Egbert, J., Paulus, T., & 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.
Egbert, J., & Thomas, M. (2001). The new frontier: A case study in applying instructional design for distance teacher education. Journal of Technology and Teacher Education, 9(3), 391–405.
Felix, U. (2005). Analysing recent CALL effectiveness research—Towards a common agenda. Computer Assisted Language Learning, 18(1 & 2), 1–32. https://doi.org/10.1080/09588220500132274
Fleming, L., Motamedi, V., & May, L. (2007). Predicting preservice teacher competence in computer technology: Modeling and application in training environments. Journal of Technology and Teacher Education, 15(2), 207–231.
Galloway, J. P. (1997). How teachers use and learn to use computers. Technology and Teacher Education Annual, 857–859.
Goertler, S., & Winke, P (2008). The effectiveness of technology-enhanced foreign language teaching. In S. Goertler & P. Winke (Eds.), Opening doors through distance Education: Principles, perspectives, and practices (pp. 233-260). CALICO Monograph Series 7. San Marcos, TX: CALICO.
Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT? Journal of Computer Assisted Learning, 27, 191–203. https://doi.org/10.1111/j.1365-2729.2010.00389.x
Hargrave, C., & Hsu, Y. (2000). Survey of instructional technology courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 303–314.
Hegelheimer, V. (2006). When the technology course is required. In P. Hubbard & M. Levy (Eds.), Teacher education and CALL (pp. 117–133). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14.12heg
Hildebrandt, S., Hlas, A. C., & Conroy, K. (2013). A comparison of nine world language teacher preparation programs within and across three states. Northeast Conference on the Teaching of Foreign Languages Review, 72, 15-44.
Hirschel, R. (2012). Moodle: Students’ perspectives on forums, glossaries and quizzes. JALT CALL Journal, 8, 95–112.
Hlas, A. C., & Hildebrandt, S. A. (2010). Demonstrations of pedagogical content knowledge: Spanish Liberal Arts and Spanish Education majors’ writing. L2 Journal, 2(10), 1-22.
Hong, K. H. (2010). CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22(1), 53–69. https://doi.org/10.1017/S095834400999019X
Hubbard, P., & Levy, M. (2006a). Introduction. In P. Hubbard & M. Levy (Eds.), Teacher Education and CALL (pp. ix–xi). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14
Hubbard, P., & Levy, M. (2006b). The scope of CALL education. In P. Hubbard & M. Levy (Eds.), Teacher Education and CALL (pp. 3–20). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14.04hub
Jones, E. (2013). First year teachers’ technology use: Perceptions of factors affecting technology integration (Doctoral Dissertation). University of Kansas.
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38, 385–410. https://doi.org/10.1080/15391523.2006.10782466
Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what could we do better? In P. Hubbard & M. Levy (Eds.), Teacher Education in CALL (pp. 23–44). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14.05kes
Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173–188. https://doi.org/10.1080/09588220701331394
Kessler, G. (2010). When they talk about CALL: Discourse in a required CALL class. CALICO Journal, 27(2), 376–392. https://doi.org/10.11139/cj.27.2.376-392
Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second language teachers do or do not use technology in their classroom. The Canadian Modern Language Review, 56, 389–420. https://doi.org/10.3138/cmlr.56.3.389
Levy, M. (1997). A rationale for teacher education and CALL: The holistic view and its implications. Computers and the Humanities, 30, 293–302.
Lord, G., & Lomicka, L. (2011). Calling on educators: Paving the way for the future of technology and CALL. In N. Arnold & L. Ducate (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (pp. 441–469). San Marcos, TX: CALICO.
Luke, C. L., & Britten, J. S. (2007). The expanding role of technology in foreign language teacher education programs. CALICO Journal, 24(2), 253–267.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Marseden, E., Mackey, A., & Plonsky, L (2016). The IRIS Repository: Advancing research practice and methodology. In A. Mackey & E. Marsden (Eds.), Advancing methodology and practice: the IRIS Repository of Instruments for Research into Second Languages (pp. 1–21). New York: Routledge.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
Peters, M. (2006). Developing computer competencies for preservice teachers: Is one course enough? In P. Hubbard & M. Levy (Eds.), Teacher Education and CALL (pp. 153–165). Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.14.14pet
Puentedura, R. R. (2009). As we may teach: Educational technology, from theory into practice [Blog post]. Retrieved from: http://www.hippasus.com/rrpweblog/archives/000025.html
Raschio, R., & Raymond, R. L. (2003). Where are we with technology? What teachers of Spanish and Portuguese have to say about the presence of technology in their teaching. Hispania, 86(1), 88–96. https://doi.org/10.2307/20062817
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102–119). New York: Simon & Schuster Macmillan.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
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.
Stuhlmann, J., & Taylor, H. (1999). Preparing technically competent student teachers: A three year study of interventions and experiences. Journal of Technology and Teacher Education, 7(4), 333–350.
Swanson, P. (2013). Identifying and recruiting language teachers: A research-based approach. Charlotte, NC: Information Age Publishing.
Williams, L., Abraham, L., & Bostelmann, E. (2014). A discourse-based approach to CALL training and professional development. Foreign Language Annals, 47(4), 614–629. https://doi.org/10.1111/flan.12119
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2017-08-24
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Cummings Hlas, A., Conroy, K., & Hildebrandt, S. A. (2017). Student Teachers and CALL: Personal and pedagogical uses and beliefs. CALICO Journal, 34(3), 336-354. https://doi.org/10.1558/cj.26968