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Teacher Education in CALL
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Main description:This volume addresses the need for a more considered and systematic approach to teacher education and training in Computer-Assisted Language Learning (CALL), in all its forms: Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning and so on. The 20 chapters of the book are divided into five parts: foundations of teacher education in CALL; CALL degree programs; CALL pre-service courses; CALL in-service projects, courses, and workshops; alternatives to formal CALL training. The chapters cover a bro...
Main description:
This volume addresses the need for a more considered and systematic approach to teacher education and training in Computer-Assisted Language Learning (CALL), in all its forms: Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning and so on. The 20 chapters of the book are divided into five parts: foundations of teacher education in CALL; CALL degree programs; CALL pre-service courses; CALL in-service projects, courses, and workshops; alternatives to formal CALL training. The chapters cover a broad range of levels, environments, countries, and languages. Rather than simply offering inspired speculation, the chapters provide practical information to readers, reporting on what has actually been done in a wide variety of teacher education programs and courses around the world. In many cases, the chapters describe how programs and courses have evolved, and include either qualitative or quantitative research, or both, to inform the structure of CALL courses, tasks and activities.
Table of contents:
- Foreword
- Introduction
- Part I: Foundations of teacher education in CALL
- 1. The scope of CALL education
- 2. Assessing CALL teacher training
- 3. Technology standards for teacher education,credentialing, and certification
- Part II: CALL degree programs
- 4. Matching language and IT skills
- 5. Reconstructing practice
- 6. Theory and practice in teaching project-oriented CALL
- Part III: CALL pre-service courses
- 7. When the technology course is required
- 8. Teaching the creation of software that uses speech recognition
- 9. Developing computer competencies for pre-service language teachers
- 10. Learning in context
- 11. Training CALL teachers online
- Part IV: CALL In-service projects, courses, and workshops
- 12. Training for trainers
- 13. How WebQuests send technology to the background
- 14. Designing and implementing collaborative Internet projects in Siberia
- 15. In-Service CALL education
- 16. Teacher preparation for online language instruction
- Part V: Alternatives to formal CALL training
- 17. Expert-novice teacher mentoring in language learning technology
- 18. Communities of practice for pre- and In-service teacher education
- 19. Training ourselves to train our students for CALL
- 20. Helping teachers to help themselves
- CALL teacher education resources and professional organizations
- Index
This volume addresses the need for a more considered and systematic approach to teacher education and training in Computer-Assisted Language Learning (CALL), in all its forms: Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning and so on. The 20 chapters of the book are divided into five parts: foundations of teacher education in CALL; CALL degree programs; CALL pre-service courses; CALL in-service projects, courses, and workshops; alternatives to formal CALL training. The chapters cover a broad range of levels, environments, countries, and languages. Rather than simply offering inspired speculation, the chapters provide practical information to readers, reporting on what has actually been done in a wide variety of teacher education programs and courses around the world. In many cases, the chapters describe how programs and courses have evolved, and include either qualitative or quantitative research, or both, to inform the structure of CALL courses, tasks and activities.
Table of contents:
- Foreword
- Introduction
- Part I: Foundations of teacher education in CALL
- 1. The scope of CALL education
- 2. Assessing CALL teacher training
- 3. Technology standards for teacher education,credentialing, and certification
- Part II: CALL degree programs
- 4. Matching language and IT skills
- 5. Reconstructing practice
- 6. Theory and practice in teaching project-oriented CALL
- Part III: CALL pre-service courses
- 7. When the technology course is required
- 8. Teaching the creation of software that uses speech recognition
- 9. Developing computer competencies for pre-service language teachers
- 10. Learning in context
- 11. Training CALL teachers online
- Part IV: CALL In-service projects, courses, and workshops
- 12. Training for trainers
- 13. How WebQuests send technology to the background
- 14. Designing and implementing collaborative Internet projects in Siberia
- 15. In-Service CALL education
- 16. Teacher preparation for online language instruction
- Part V: Alternatives to formal CALL training
- 17. Expert-novice teacher mentoring in language learning technology
- 18. Communities of practice for pre- and In-service teacher education
- 19. Training ourselves to train our students for CALL
- 20. Helping teachers to help themselves
- CALL teacher education resources and professional organizations
- Index