Situated Learning for Foreign Language Teachers in One-to-One Computing Initiatives

Abstract

This study focuses on how Spanish teachers in four different rural US high schools use computer-assisted language learning (CALL) in their classrooms, and the nature of the relationship between their use of CALL and their experience of learning about CALL. A situated learning framework was used to evaluate the teachers’ learning opportunities in light of their CALL implementation. Teacher interviews, classroom observations, and class documents and websites suggested that the teachers rarely altered their pedagogy or their curriculum to integrate technology. Crucial elements of a situated learning environment were missing, and they corresponded to areas where teachers’ usage was not consistent with CALL principles. The study concludes with implications for practitioners, researchers, and theorists.

A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges

“…The second largest provider of training was self-led, an area that has been discussed in depth in previous research as a viable means for successful training formats, especially in the context where teachers are provided with the skills on how to manage the many outlets for self-led training (Archambault & Larson, 2015;Rodesiler, 2017;Trust & Horrocks, 2017;Wesely, 2013). Other research points to difficulties in conducting self-led training, that it can be an ineffective way to transforming the existing practices of language teachers (Wesely & Plummer, 2017) thus potentially leading to an increase in trying to transfer existing face-to-face teaching into the online environment. So while it can be positive, it should not be the primary or only means of training afforded to these teachers.…”