From TPACK-in-Action Workshops to Classrooms: CALL Competency Developed and Integrated

Autor/in	Tai, Shu-Ju Diana
Titel	From TPACK-in-Action Workshops to Classrooms: CALL Competency Developed and Integrated
Quelle	In: Language Learning & Technology, 19 (2015) 1, S.139-164 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Computer Assisted Instruction; Pedagogical Content Knowledge; Educational Technology; Technological Literacy; Technology Integration; Teacher Education; Elementary School Teachers; English Teachers; Mixed Methods Research; Program Effectiveness; Teacher Competencies; Educational Objectives; English (Second Language); Second Language Instruction; Models; Workshops; Teacher Surveys; Teacher Attitudes; Observation; Interviews; Reflection + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Pädagogische Kompetenz; Unterrichtsmedien; Technisches Wissen; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Lehrkunst; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Analogiemodell; Lernwerkstatt; Schulung; Lehrerverhalten; Beobachtung; Interviewing; Interviewtechnik
Abstract	This study investigated the impact of a CALL teacher education workshop guided by the TPACK-in-Action model (Tai, 2013). This model is framed within Technological Pedagogical Content Knowledge (TPACK, Mishra & Koehler, 2006) and advocates a learning-by-doing approach (Chapelle & Hegelheimer, 2004) to understand how English teachers develop CALL competency and adopt the competency in their teaching. Participants were 24 elementary English teachers in Taiwan. The study used a mixed methods design (Creswell & Plano Clark, 2007), collecting and analyzing qualitative and quantitative data concurrently but separately before they were triangulated. Findings show that the TPACK-in-Action workshops had a positive impact on the 24 teachers. In addition to the development of CALL competency, it was also observed that participants demonstrated CALL competency in their teaching, such as selecting online materials and appropriate technology for content teaching, using cloud computing for student interaction, and matching the affordances of technology to meet their instructional goals and pedagogy. In sum, the study provides empirical evidence and a new perspective in the investigation of CALL teacher education. The theoretical and pedagogical implications for CALL teacher education research and practice are discussed. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01