Teachers as CALL Learners: Perceptual Shifts on Technology in a CALL Class
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In response to the challenge of introducing computer technology into classroom settings, TESOL programs have offered CALL courses to prepare preservice or inservice teachers to use technology in their teaching. The purpose of the study is to examine how Korean English teachers come to have a better understanding of multiple roles of CALL in a graduate CALL course. The qualitative case study investigates English teachers’ changing perspectives on CALL in a CALL course which combines theory and practice. This study thus features teacher discourse from 6 teacher participants over a 16-week semester. Communication in the class consisted of in-class oral reports, web-based blackboard discussion, and online chat. All classroom interaction was gathered and analyzed for the purpose of examining teachers’ emerging understandings of CALL and the role it can play in their teaching and learning. Changes in teachers’ perceptions of CALL are presented as a set of three conceptual continua - that is, a shift from machine to users, a shift from control to empowerment, and a shift from product to process. The participants’ evolving attitudes about CALL illuminate the salient aspects of their CALL preparation, followed by implications with a particular focus on the design of CALL teacher preparation.
Abstract
In response to the challenge of introducing computer technology into classroom settings, TESOL programs have offered CALL courses to prepare preservice or inservice teachers to use technology in their teaching. The purpose of the study is to examine how Korean English teachers come to have a better understanding of multiple roles of CALL in a graduate CALL course. The qualitative case study investigates English teachers’ changing perspectives on CALL in a CALL course which combines theory and practice. This study thus features teacher discourse from 6 teacher participants over a 16-week semester. Communication in the class consisted of in-class oral reports, web-based blackboard discussion, and online chat. All classroom interaction was gathered and analyzed for the purpose of examining teachers’ emerging understandings of CALL and the role it can play in their teaching and learning. Changes in teachers’ perceptions of CALL are presented as a set of three conceptual continua - that is, a shift from machine to users, a shift from control to empowerment, and a shift from product to process. The participants’ evolving attitudes about CALL illuminate the salient aspects of their CALL preparation, followed by implications with a particular focus on the design of CALL teacher preparation.
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