9. Developing computer competencies for pre-service language teachers

Peters, Martine

doi:10.1075/lllt.14.14pet

Cited by 44 publications

(38 citation statements)

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“…Peters (2006) and Desjardins and Peters (2007) thought that a single course in technology integration might produce quick technical knowledge and promote the use of technology for teaching rather than the integration of technology in the curriculum. While Desjardins and Peters agreed with Hegelheimer (2006) that a mandatory technology course should be offered early in the programme, she added that this course was usually limited to technical aspects and could send an unwanted message that 'technology is an add-on rather than an integral part of the [teacher education] programme ' (2007, p. 5).…”

Section: Revamping Existing Technology Trainingmentioning

confidence: 99%

“…As Hoven (2007, p. 137) pointed out, teachers' adoption of change and innovation are more likely 'when they can see positive benefits in terms of direct relevance to their content area, usefulness from a practical task perspective, and increased effectiveness for their day-to-day classroom teaching.' Additionally, by mandating this course early in the programme, teaching trainees could benefit from the knowledge and skills throughout the rest of their programme and experience increased confidence in teaching with technology -unlike the participants in Peters (2006) who expressed confidence in technological competences after a fourth-year technology integration course 'yet still felt that they were not ready to integrate technology in the language classroom' (p. 163).…”

Section: Revamping Existing Technology Trainingmentioning

confidence: 99%

“…Palloff & Pratt, 1998Warschauer, 2002) to provide a model of good practice. Kessler (2006) and Peters (2006) called for the integration of CALL training into the overall language teacher training programme including CALL or online language learning components within methodology and pedagogy courses, especially if there is not a CALL specialist available. Also, Hoven (2006Hoven ( , 2007 stressed on the importance of modelling and practice to encourage familiarity with different technologies and their affordances.…”

Section: Developing Online Language Teaching Skills Through Existing mentioning

confidence: 99%

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Preparing language teachers to teach language online: a look at skills, roles, and responsibilities

Compton

2009

Computer Assisted Language Learning

235

198

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This paper reviews and critiques an existing skills framework for online language teaching. This critique is followed by an alternative framework for online language teaching skills. This paper also uses a systems view to look at the roles and responsibilities of various stakeholders in an online learning system. Four major recommendations are provided to help language teacher training programs prepare future language teachers for online language teaching.Keywords: online language teaching; skills; roles; responsibilities; language teacher education; framework IntroductionOnline language learning has steadily increased in popularity over the last decade with the growth of the internet and the proliferation of computers at home and in educational settings ranging from K-12 to post-secondary (Felix, 2003a;Hubbard & Levy, 2006;Stickler & Hauck, 2006a;White, 2003). White (2003) indicated that there were more than 1300 distance language courses from the 55,000 distant courses registered in 130 countries. She added that the common perceptions of online courses as cost-and time-effective have pushed more providers into the field of online language learning. While the notion of language learning at a distance is not a new phenomenon, rapid developments in communication technology have increased the demand for online language learning that involves connection of learners, both asynchronously and synchronously as well as autonomous learning.The online context of language learning has prompted the need for new teaching approaches and teaching skills that are different from those used in teaching face-to-face language courses (Hampel & Stickler, 2005). These new teaching skills are crucial for teaching online language courses 'whose subject matter is communication' and especially at the lower level where there is a 'need to focus on the form of interaction as well as the content' (Hampel & Stickler, 2005, p. 312). Additionally, it requires skills that are different from teaching other subjects online. However, there seems to be little concerted effort in this direction as the increase in online language learning has not been matched with an increase in teacher training for language teachers beyond the technical and softwarespecific skills. Moreover, the vast research and best practices for teaching online may not translate well for online language teaching.Despite a multitude of research-based publications and best practices relating to computer assisted language learning (CALL), including online language learning, there is a dearth of resources on how to prepare teachers for online language teaching and the skills needed for this new teaching environment. To date, no literature review has been published specifically on the skills needed for online language teaching. This literature review is therefore an effort to fill the gap by synthesising the existing but limited literature and providing recommendations for teacher training programmes. However, before proceeding in depth with the synthesis and recommendations, this lit...

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Section: Revamping Existing Technology Trainingmentioning

confidence: 99%

Section: Revamping Existing Technology Trainingmentioning

confidence: 99%

Section: Developing Online Language Teaching Skills Through Existing mentioning

confidence: 99%

See 1 more Smart Citation

Preparing language teachers to teach language online: a look at skills, roles, and responsibilities

Compton

2009

Computer Assisted Language Learning

235

198

View full text Add to dashboard Cite

show abstract

“…Several studies have attempted to establish what might be called teachers' technopedagogical competences (Levy, 1997;Peters, 2006). As early as 1999 mentions the professional challenges language teachers find themselves confronted with: apart from familiarity with language pedagogy, they are supposed to master a range of technological applications and take on new roles pertaining to task design, tutoring and pedagogical mediation.…”

Section: Defining a Repertoire Of Techno-pedagogical Competencesmentioning

confidence: 99%

“…Shield et al (2001) building on Hauck and Haezewindt (1999) come up with an overview of tutor roles and associated administrative, cognitive and social skills and relate those to learners' perceptions of tutors. Since then several directions have been proposed to apprehend what a techno-pedagogical competence encompasses (Bangou, 2006;Fuchs, 2006;Peters, 2006;Thomas & Reinders, 2010;Wong & Benson, 2006). It includes the capacity to: Some of these abilities are also reflected in Hampel and Stickler's (2005) ''pyramid of skills'' which includes from the bottom up skills related to dealing with the technology at hand and using its advantages, then social skills of community building, followed by language teaching skills, and finally the ability to teach creatively and develop a personal teaching style in an online medium.…”

Section: Defining a Repertoire Of Techno-pedagogical Competencesmentioning

confidence: 99%