Journal article
Does teachers' confidence with CALL equal innovative and integrated use?
Computer assisted language learning, Vol.21(3), pp.269-282
07/2008
DOI: 10.1080/09588220802090303
Abstract
This paper examines the relationship between confidence and CALL - specifically the use of audio and video technology among language teachers. Through logged usage of CALL, the authors tracked seven teachers at two large universities in the United States over a term. These teachers were also interviewed periodically in order to gain insight into their confidence with and use of CALL. Upon data analysis, the authors identified the teachers as less confident, contextually confident and highly confident. Highly confident teachers used technology less often with less integration than the contextually confident teachers. Less confident teachers integrated CALL only in prescribed ways. The authors conclude that CALL teacher preparation may benefit from a focus on developing contextualized confidence within certain teaching domains or types of technology rather than expecting teachers to develop a high level of confidence with technology across domains.
Details
- Title: Subtitle
- Does teachers' confidence with CALL equal innovative and integrated use?
- Creators
- G. Kessler - National and Kapodistrian University of AthensL. Plakans - The University of Texas at Austin
- Resource Type
- Journal article
- Publication Details
- Computer assisted language learning, Vol.21(3), pp.269-282
- Publisher
- Taylor & Francis
- DOI
- 10.1080/09588220802090303
- ISSN
- 0958-8221
- eISSN
- 1744-3210
- Number of pages
- 14
- Language
- English
- Date published
- 07/2008
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371081402771
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