Editorial: Teacher education research in CALL and CMC: more in demand than ever

Guichon, Nicolas; Hauck, Mirjam

doi:10.1017/s0958344011000139

Cited by 79 publications

(41 citation statements)

References 36 publications

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“…These authors encourage educators to enhance their teaching procedures using telecollaborative tools to raise awareness of the strengths, shortcomings, and development of subject matter teaching, and to enrich critical reflection on technology use (Clark et al, 2016). Further benefits of using telecollaboration with FL teacher trainees include the opportunity for 'exploratory' teaching practice (Guichon & Hauck, 2011), 'experiential modelling' (Guichon, 2009;Hampel, 2009), and the development of multimodal communicative competence, multiliteracy, autonomy, and the teacher competences required for teaching with multimodal technologies (Fuchs, Hauck, & Müller-Hartmann, 2012).…”

Section: Telecollaborationmentioning

confidence: 99%

“…Telecollaboration tasks have been shown to enhance preservice teacher technopedagogical development by offering opportunities to experience the affordances of technology and to link their knowledge about existing technological possibilities and opportunities with experiential use and integration (Dooly & Sadler, 2013). This experiential and authentic use of technologies is not possible in face-toface contexts, and has been considered by some authors as a facilitator of ICT integration in ways that are supportive of learning (Meskill, Anthony, Hilliker-Van Strander, Tseng & You, 2006), of increased awareness on issues related to technopedagogical design and implementation (Bueno-Alastuey & Kleban, 2016), and even a sine qua non condition for the future application of such tools and processes (Guichon & Hauck, 2011). Additionally, experiential learning can contribute to the development of TPACK knowledge by engaging students in 'cognitive apprenticeship' which affords them the opportunity to be creators of knowledge by way of active collaboration and reflection (Collins, Brown & Newman, 1989;Dickey, 2007aDickey, , 2007bHockly, 2000;Vasileiou & Paraskeva, 2010).…”

Section: The Aim and Design Of The Studymentioning

confidence: 99%

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Can telecollaboration contribute to the TPACK development of pre-service teachers?

Alastuey

Villarreal

García-Esteban

2018

Technology, Pedagogy and Education

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This study examines the suitability of telecollaboration practices to enhance ICT integration in Content and Language Integrated Learning (CLIL) based units by analysing the number and type of episodes related to students' TPACK produced in a telecollaboration whose aim was the design of a technology-enhanced CLIL unit. Results revealed a high number of episodes focusing on the domains and intersections of the TPACK framework, that PCK was the main focus of attention and provoked most of the suggestions for change in the unit and that telecollaboration promoted collaboration and evened participation. Consequently, telecollaboration showed a great potential for directing students' attention to their TPACK even though the scarcity of episodes focusing on the TPACK intersection also indicated there is ample room for more teacher training efforts to prepare pre-service teachers for technology integration.

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Section: Telecollaborationmentioning

confidence: 99%

Section: The Aim and Design Of The Studymentioning

confidence: 99%

Can telecollaboration contribute to the TPACK development of pre-service teachers?

Alastuey

Villarreal

García-Esteban

2018

Technology, Pedagogy and Education

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“…Whilst in other fields, importance is given in teacher training to combining raw materials from experienced teachers' classrooms with research materials, within CALL, CALLbased teacher education is most often delivered through confrontation with research findings and action research (Guichon & Hauck, 2011).…”

Section: Letec Contributions Beyond Research In Call: Cmc Training Fomentioning

confidence: 99%

A scientific methodology for researching CALL interaction data

Chanier

Wigham

2016

Language-Learner Computer Interactions

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This chapter gives an overview of one possible staged methodology for structuring LCI data by presenting a new scientific object, LEarning and TEaching Corpora (LETEC). Firstly, the chapter clarifies the notion of corpora, used in so many different ways in language studies, and underlines how corpora differ from raw language data. Secondly, using examples taken from actual online learning situations, the chapter illustrates the methodology that is used to collect, transform and organize data from online learning situations in order to make them sharable through open-access repositories. The ethics and rights for releasing a corpus as OpenData are discussed. Thirdly, the authors suggest how the transcription of interactions may become more systematic, and what benefits may be expected from analysis tools, before opening the CALL research perspective applied to LCI towards its applications to teacher-training in Computer-Mediated Communication (CMC), and the common interests the CALL field shares with researchers in the field of Corpus Linguistics working on CMC.

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“…Second/Foreign Language (L2/FL) teacher education programmes have only recently applied teacher training in the simulation field of VWs (Pappa & Papadima-Sophocleous, 2016). Although VWs have attracted a lot of attention, communication and disorientation issues within the VWs and the steep learning curve were addressed as influencing participants' performance in the use of this technology (Guichon & Hauck, 2011). For this reason, Creative Muscle was designed to train six language practitioners/MA in CALL student-teachers how to use a VW.…”

Section: Introductionmentioning

confidence: 99%

Creative Muscle: the serious learning game

Pappa¹,

Sophocleous²

2018

Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers From EUROCALL 2018

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Serious Games [SGs] are applications combining educational content with gameplay by integrating learning objectives into a game-like environment" (Thillainathan & Leimeister, 2014, p. 1). However, they have not been used much in language teacher education and training (Ulicsak, 2010). This paper describes the design of Creative Muscle, a SG and its use to train second language practitioners/ Master of Arts (MA) in Computer Assisted Language Learning (CALL) studentteachers in the use of Singularity Viewer Virtual World (VW) for online micro teaching. This game-based training was delivered in three one-hour sessions. Creative Muscle was based on creative writing as a metaphor. Data included the researchers' personal observations, screen recordings of students' participation, and the participants' reflective journal entries. The findings gave insights into the effectiveness of the use of the 3D SG as a VWs' training mechanism. Students' feedback further provided ideas for game improvement which indicated a good understanding of the game, and of VWs.

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Editorial: Teacher education research in CALL and CMC: more in demand than ever

Cited by 79 publications

References 36 publications

Can telecollaboration contribute to the TPACK development of pre-service teachers?

Can telecollaboration contribute to the TPACK development of pre-service teachers?

A scientific methodology for researching CALL interaction data

Creative Muscle: the serious learning game

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