13. How WebQuests send technology to the background

Chao, Chin-chi

doi:10.1075/lllt.14.19cha

Cited by 15 publications

(7 citation statements)

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“…Greater personal and/or professional use of computer-based technologies appears to result in increased computer-based implementation in teaching practices. Similarly, a number of studies have confirmed how technology-enhanced language teacher education helps teachers develop a more positive awareness of technology, facilitating its use in future teaching practices (Chao, 2006;Hanson-Smith, 2006). In a study examining ESL/EFL teachers graduating from graduate CALL courses, Egbert et al (2002) found that personal computer use was a predictor of CALL implementation.…”

Section: Computer Use and Beliefsmentioning

confidence: 99%

The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning

Lawrence

2014

International Journal of Computer-Assisted Language Learning and Teaching

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This article will discuss the crucial role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning. Factors contributing to teacher resistance will be reviewed including the unique pedagogical demands of continually evolving technology-mediated communication tools and learning environments. Research identifying the nature of teacher beliefs will be discussed along with a proposed theoretical framework defining the interconnected factors contributing to teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher development will be summarized along with recommendations on further research required.

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Section: Computer Use and Beliefsmentioning

confidence: 99%

The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning

Lawrence

2014

International Journal of Computer-Assisted Language Learning and Teaching

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“…Collaborative projects like that in Extract 3 have often been advocated in the literature as among the best ways to make use of the technology in education (e.g. Beach & Myers, 2001; Chao, 2006), although Lillian’s project is limited in that it does not require students to do much more than present what they found on the Internet to the class. Nevertheless, her students as language learners still need to critically review and select the core information for presentation, potentially requiring all four language skills and cultural understanding.…”

Section: Teacher Thinking Behind the Extractsmentioning

confidence: 99%

“…Abundant studies have addressed the teacher’s use of technological tools, providing concrete and specific examples of how one particular type of technology can support learning (e.g. Beatty & Ulasewicz, 2006; Chao, 2006; Roush & Song, 2013). However, only a few put emphasis on a teachers’ pedagogical choices of a variety of technological tools and make an attempt to delineate the active role that teachers take to adjust their understanding of technology use (Bielefeldt, 2012; Haines, 2015; Pierson, 2001).…”

Section: Introductionmentioning

confidence: 99%

CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom

Liu

Chao

2017

ReCALL

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The possibility of exploiting technology for more robust and meaningful learning and teaching has invoked messianic responses from the language education community. Yet to be explored are teachers’ pedagogical choices based on the perceived technological affordances as well as interactions between teacher and student agency mediated by these affordances in the ecology of a classroom. This qualitative case study adopts an ecological approach, aiming to address rather than factor out the broader social context in a physical classroom. With data collected from 30 hours of classroom observation and 10 post-observation interviews with the participant teacher, the study makes an attempt to show how the ecological model of language learning can provide a theoretical lens through which to explore teachers’ practices of CALL that aim to encourage learner agency. The analysis centers on three focused extracts that illustrate interaction between and among the affordance of technology, the teacher participant’s pedagogical considerations, and her goal of encouraging learner agency. The result of the study emphasizes the teacher’s role from an ecological perspective and classroom learner agency mediated by technology, which provides useful insight that can contribute to language teaching practice with technology in the classroom.

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“…Debski is exploring project-oriented learning on an M.A. programme at the University of Melbourne; Chin-chi Chao (2006) uses the cognitive apprenticeship model of Collins, Brown and Newman (1989) and both Meskill et al (2006) and Hanson-Smith (2006) make reference to Communities of Practice.…”

Section: The Value Of Theory In Teacher Education Researchmentioning

confidence: 99%

Re-aligning research into teacher education for CALL and bringing it into the mainstream

Motteram¹

2012

Lang. Teach.

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This paper explores three research projects conducted by the writer and others with a view to demonstrating the importance of effective theory and methodology in the analysis of teaching situations where Computer Assisted Language Learning (CALL), teacher practice and teacher education meet. It argues that there is a tendency in the field of teacher education for CALL to make use of what might be considered quite traditional research methodology, often drawing on research traditions not connected to teacher education. In teacher education and CALL, research theory is quite often drawn from the field of Second Language Acquisition (SLA), which despite its connection with CALL, is less relevant to the specific combined demands of researching teacher education for CALL. At the same time we are seeing some moves in recent publications and conference presentations towards the use of sociocultural theories as part of an analysis of CALL teacher practices and teacher education for CALL. In this paper, I argue that this is a positive step in the direction of establishing teacher education for CALL as a more mature field of enquiry. In order to avoid the pitfalls of inappropriate research methodology, the paper then presents an argument for a range of methodologies, chosen on the basis of a fashioning of research instruments (Czarniawska 1998), or a 'bricolage' (Levi-Strauss 1962/1966) that enables us -in conjunction with the theory -to explore different teaching situations in an informed and effective way.

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13. How WebQuests send technology to the background

Cited by 15 publications

References 0 publications

The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning

The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning

CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom

Re-aligning research into teacher education for CALL and bringing it into the mainstream

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