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Integrating CALL in Teacher Training In times of change learners inherit the earth while the learned find themselves beautifully equipped to work in a world that no longer exists. —Eric Hoffer Background ❖ Brigham Young University’s TESL MA is being revised as a result of feedback received from… ❖ an academic review of the graduate programs in the Department of Linguistics and English Language conducted in 2006-2007 ❖ the university reaccreditation process and the resulting discussions on the important role of learning outcomes ❖ a recent survey of graduates from BYU’s programs. What should the role of CALL be in the new program? ❖ BYU has always had great resources for students who are interested in CALL. ❖ The problem was that nothing systematic had been organized to ensure that all the students had CALL exposure. ❖ Would adding a class be sufficient? ❖ Probably not. ❖ Most of the research shows that a single class isn’t very effect in training teachers in CALL. ❖Teaching with technology in the language classroom has been described as a “wicked problem.” Koehler, M. J. & Mishra, P. (2008) Technological Pedagogical Content Knowledge (PCK) for Educators What is a wicked problem? “Wicked problems possess a number of distinctive properties that violate the assumptions that must be made to use the problem solving methods of tame problems. Wicked problems: • cannot be easily defined so that all stakeholders agree on the problem to solve; • require complex judgements about the level of abstraction at which to define the problem; • have no clear stopping rules; • have better or worse solutions, not right and wrong ones; • have no objective measure of success; • require iteration-every trial counts; • have no given alternative solutions-these must be discovered; • often have strong moral, political or professional dimensions.” –Buckingham Shum, S. (1997). "Representing Hard-to-Formalise, Contextualised, Multidisciplinary, Organisational Knowledge" How is it a wicked problem? ❖ Technology is always in flux. ❖ Technological change is ecological in nature. ❖ The way we teach is influenced by the way we were taught and our experience (be it positive or negative) with technology as a student will influence our attitude in using it as a teacher. ❖ Language students have various levels of technological expertise. ❖ Each setting has different technological resources. How do you prepare teachers for all the possibilities? Teachers need to be trained to… ❖ recognize and learn how to use the technology that exists and is evolving. ❖ apply the technology to the content they are teaching. ❖ apply the technology to their teaching methodology ❖ appropriately integrate the technology with language teaching Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Technology Pedagogy TPCK Content Koehler, M. J. & Mishra, P. (2008) Technological Pedagogical Content Knowledge (PCK) for Educators Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Technology Pedagogy TPCK Content Technological Knowledge ❖ How to use technology Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Pedagogy Technology TPCK Content Content Knowledge ❖ The particular domain of knowledge—reading, writing, speaking, pronunciation, grammar, etc. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Pedagogy Technology TPCK Content Pedagogical Knowledge ❖ How to teach and help others learn Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Technology Pedagogy TPCK Pedagogical Content Content Pedagogical Content Knowledge ❖ How to teach a particular domain of knowledge—reading, writing, speaking, pronunciation, etc. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Technological Pedagogical Technology Pedagogy TPCK Content Technological Pedagogical Knowledge ❖ How to use technology to teach (e.g. Course Management Software (CMS), Grading Software, etc.) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Technology Pedagogy TPCK Technological Content Content Technological Content Knowledge ❖ How technology affects content knowledge. For example, corpus linguistics didn’t develop as a field until the technology was there to support it. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Technology Pedagogy Technological Pedagogical Content Knowledge Content Technological Pedagogical Content Knowledge ❖ How technology and pedagogy interact to teach specific content. ❖ For example, teaching grammar by induction through the use of corpus linguistics Bloom’s Revised Taxonomy (Knowledge) ❖ Remember ❖ Understand ❖ Apply ❖ Analyze ❖ Evaluate ❖ Create Types of Knowledge ❖ Factual ❖ Conceptual ❖ Procedural ❖ Metacognitive Remember Understand Apply Analyze Evaluate Create Factual Conceptual Procedural Metacognitive Teachers need to do more than remember and understand to effectively use technology in their teaching. Applying these principles to the restructuring of BYU’s TESOL MA Content Knowledge ❖ English Proficiency ❖ ❖ Students admitted to the M.A. program need to prove English Proficiency through the GRE and TOEFL (for nonnative speakers) English Linguistic Knowledge ❖ Will be taught in Foundation Courses–Ling 501, 502, 503 (Sound, Structure, and Meaning) Pedagogical Knowledge ❖ Objectives for this domain are taught in the methods courses (e.g. Ling 577, 578, & 579). Pedagogical Content Knowledge ❖ Objectives for this domain are introduced in the methods courses (e.g. Ling 577, 578, & 579) ❖ Further instruction will take place in the elective courses Electives ❖ LING 625 Speaking Theory and Pedagogy ❖ LING 631 Grammar Theory and Pedagogy ❖ LING 655 Culture Teaching ❖ LING 672 Reading Theory and Pedagogy ❖ LING 673 Writing Theory and Pedagogy ❖ LING 674 Listening Theory and Pedagogy ❖ LING 675 Second Language Vocabulary Acquisition and Teaching ❖ LING 677 Curriculum Development ❖ LING 678 Materials Development ❖ LING 679 TESOL Supervision-Administration Internship Technological Knowledge ❖ There is insufficient time/credit hours to teach M.A. students the fundamentals of the Technological Knowledge Domain. ❖ Technological knowledge at the graduate level will be at the cognitive level of Apply or higher. ❖ Students will be required to demonstrate their skills within the first semester of being admitted to the program. ❖ It will be modeled after BYU’s School of Education’s Technology Skills Assessment Technological Pedagogical Knowledge ❖ Objectives for this domain will be integrated in the methods courses (e.g. Ling 577, 578, & 579). Technological Content Knowledge ❖ Objectives for this knowledge domain will be included in ❖ the linguistics foundation courses (Sound, Structure, and Meaning) ❖ the elective courses Technological Pedagogical Content Knowledge ❖ Objectives for this knowledge domain will be included in ❖ the methods courses ❖ the elective courses How to Integrate Technology with the Linguistics Courses ❖ Each course will have specific technological objectives agreed upon at the departmental level. ❖ Students will be encouraged to demonstrate technological competence in all areas in their capstone project ❖ Workshops will be scheduled to supplement areas Capstone Project ❖ MA students will create a portfolio of their learning ❖ Students will be strongly encouraged to incorporate technology in their portfolio: ❖ Digital video ❖ On-line lesson plans/activities ❖ Evidence that they can solve “wicked problems.” Conclusion ❖ Since the technology is NOT static, pre-service teachers need to be trained as curriculum developers ❖ Teachers need to be able evaluate the situation they are in, and then judge when (and when not) to use instructional technology
