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Implementing Tasks with Interactive Technologies in Classroom Computer Assisted Language Learning (CALL): Towards a Developmental Framework
ARTICLE

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CJLT Volume 40, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

Classroom foreign language teachers using technology in task-based language teaching (TBLT) may experience pedagogical regression during technological development (Fullan, 2001), and fail to transform pedagogy because tools like interactive whiteboards (IWBs) support traditional as well as newer approaches (Avvisati et al., 2013). IWB-supported teacher education in TBLT must therefore develop new technological know-how and encourage pedagogy often also experienced as innovative. This study used questionnaire, video, and interview data from 9 French EFL teachers contributing to a website for IWB-supported TBLT to explore a) teachers' IWB use; b) task versus non-task-oriented activities; and c) teachers' IWB confidence and engagement. Results suggest three developmental stages: 1) restricted IWB use, little techno-pedagogical development; 2) improvement in technical but not pedagogical skills; and 3) high IWB fluency, greater pedagogical engagement, and some more task-oriented teaching. A starting point for a developmental framework, these findings also suggest need for more pedagogically oriented teacher support.

Citation

Whyte, S. & Alexander, J. (2014). Implementing Tasks with Interactive Technologies in Classroom Computer Assisted Language Learning (CALL): Towards a Developmental Framework. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 40(1),. Canadian Network for Innovation in Education. Retrieved March 31, 2020 from .

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