Does Teachers' Confidence with CALL Equal Innovative and Integrated Use?

Autor/inn/en	Kessler, G.; Plakans, L.
Titel	Does Teachers' Confidence with CALL Equal Innovative and Integrated Use?
Quelle	In: Computer Assisted Language Learning, 21 (2008) 3, S.269-282 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
Schlagwörter	Universities; Data Analysis; Teacher Attitudes; Computer Assisted Instruction; Second Language Instruction; Language Teachers; Interviews; Teaching Methods; Self Concept; Educational Technology; Technology Integration; Instructional Innovation + Suchen Sie Ihr Suchwort? University; Universität; Auswertung; Lehrerverhalten; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Unterrichtsmedien; Educational Innovation; Bildungsinnovation
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. (Contains 5 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10