The Integration of Technology Into Language Education

Torsani, Simone

doi:10.1007/978-94-6300-477-0_3

Cited by 8 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As "language teachers are the pivotal players" who "select the tools to support their teaching and determine what CALL applications language teachers are exposed to and how learners use them" (Hubbard, 2008, p. 176), it comes as little surprise that within the field of computer-assisted language learning (CALL), research into CALL teacher education has increasingly become more mainstream (e.g., Hubbard, 2008Hubbard, , 2018Hubbard & Levy, 2006;Kessler, 2021;Son, 2018;Son & Windeatt, 2018;Torsani, 2016). One of the common themes in the earlier literature has been on uncovering the effectiveness of formal training courses in facilitating teachers' knowledge and skills in CALL (Son, 2018).…”

Section: Formal Call Teacher Education: Realities and Challengesmentioning

confidence: 99%

“…In order for language teachers to implement these technologies successfully into their classes, they need to learn about new technologies, learn how to use them, and learn how they best fit within their own teaching context. Since the mid-2000s, numerous scholars have advocated the notion that language teachers need to acquire adequate skills and knowledge related to technology (Hubbard & Levy, 2006;Son & Windeatt, 2017;Torsani, 2016;Zhao & Tella, 2002). However, the reality is that not many teachers have access to formal training programmes, often due to financial and geographical barriers (Hanson-Smith, 2016;Hubbard, 2008Hubbard, , 2018.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Uncovering how in-service teachers are learning about technology in language teaching and learning

Ito

2024

JALTCALL

View full text Add to dashboard Cite

As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them in their language classrooms. A crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, much still remains unknown about what language teachers are doing to enhance their knowledge and skills in technology. The current study therefore examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19). The findings suggest that the language teachers were relying on a wide variety of online materials and tools—searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested.

show abstract

Section: Formal Call Teacher Education: Realities and Challengesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Uncovering how in-service teachers are learning about technology in language teaching and learning

Ito

2024

JALTCALL

View full text Add to dashboard Cite

show abstract

“…Tanto professores quanto alunos geralmente limitam seu conhecimento digital a simplesmente consultar páginas da Internet, participarem de alguma comunidade on-line como Facebook ou Whatsapp, e criarem alguns documentos digitais, usando a tecnologia, dessa forma, de maneira passiva, ao invés de conscientemente reelaborar suas implicações cognitivas e operacionais (TOR-SANI, 2016;tradução: RABELLO;CARDOSO, 2022, p. 24). Torsani (2016) também afirma que as tecnologias são, por vezes, subutilizadas no ensino de línguas, empregadas de forma superficial e/ou complementar, mas não incorporadas de fato ao currículo. Rabello e Cardoso (2022) interpretam essa como uma questão extremamente relevante para os cursos de formação de professores em geral, mas ainda mais no caso específico das licenciaturas em Letras, nos quais os letramentos digitais fazem-se ainda mais necessário e urgente.…”

Section: Letramentos Digitaisunclassified

Tecnobiografias Na Formação De Professores De Línguas

Ricardo Costa,

Pimenta da Silva Andrade,

Rafaela Roque Gonzalez

2024

REVEC

View full text Add to dashboard Cite

Nosso objetivo é analisar tecnobiografias (histórias de vida com relação às tecnologias) de professores de línguas à luz da Linguística Aplicada e dos estudos de letramentos. A pesquisa é qualitativa, desenvolvida com base em 35 narrativas de professores (formados ou em formação) vinculados a cursos de licenciatura em Letras de uma universidade de Roraima. Resultados indicam que: o YouTube é a ferramenta mais usada pelos participantes do estudo; jogos geralmente são apontados como as primeiras tecnologias digitais com as quais os indivíduos têm contato; professores raramente são lembrados como responsáveis por ensinar sobre tecnologias. Concluímos que os participantes apresentam indícios de letramento digital crítico, principalmente no que tange à visão questionadora sobre a tecnologia.Palavras-chave: Letramentos digitais. Formação docente. Tecnologias de Informação e Comunicação.

show abstract

“…So far, only a small number of publications have been devoted to CALL Teacher Education. Examples include the publication edited by Hubbard and Levy (2006) and the book written by Torsani (2016). The present publication entitled Professional development in CALL: a selection of papers comes to give an opportunity to researchers and practitioners to share their professional development in CALL through research and practice.…”

Section: Introductionmentioning

confidence: 99%