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Details
Table of Contents
Intro
Foreword
Preface
Acknowledgments
Contents
Editors and Contributors
Abbreviations
List of Figures
List of Tables
Part I Principles of CALL Teacher Education and Professional Development
1 Contextualizing and Adapting Teacher Education and Professional Development
1 Introduction
2 Development of Teacher Training as a Sub-field of CALL
3 TESOL Technology Standards
4 Conclusion
References
2 CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts
1 Introduction
2 Lessons Learned
2.1 Technical Challenges
2.2 Resource Challenges
2.3 Strategic Challenges
2.4 Sociocultural Challenges
2.5 Economic Challenges
3 Discussion
4 Conclusion
References
Part II Voices of Pre-service Teachers
3 Pre-service Chinese Foreign Language Teachers in Blended CALL Preparation Program: Case Study in Taiwan
1 Introduction
2 Voices Already Heard
2.1 CALL Teacher Preparation Studies in Under-Represented Contexts
2.2 CALL Teacher Preparation Studies in Taiwan
3 The Case Study
3.1 Situating e-Learning and Teacher Training in Taiwan
3.2 Participants
3.3 Blended CALL Training Program
3.4 Data Collection and Analysis
4 Lessons Learned
4.1 How Effective is the BL Training Program on Pre-service CFL Teachers' CALL Professional Development?
4.2 What Factors, if Any, Facilitate or Hinder These Pre-service CFL Teachers' Learning to Teach with Technology?
5 Discussion and Conclusion
References
4 Secondary Pre-service English Teachers' Response to CALL Innovation in Cambodia
1 Introduction
2 The Present Study
2.1 Framing the Present Project
3 Methods
4 Lessons Learned
4.1 General Comments
4.2 Moodle-Based Pronunciation Exercises
5 Discussion
6 Conclusion
References
5 Fostering Digital Literacy and Learner Autonomy Readiness Among Pre-service Teachers in Online Education
1 Under-represented Context
2 CALL Teacher Education/Professional Development Concerns
3 Voices Already Heard
3.1 Digital Literacy
3.2 Learner Autonomy
3.3 Theoretical Voices
4 Method
4.1 Research Design
4.2 Participants
4.3 Data Collection and Analysis
5 Lessons Learned
5.1 Digital Literacy (DL)
5.2 Learner Autonomy Readiness
5.3 Relationship Between Digital Literacy and Learner Autonomy Readiness
5.4 Perceptions of PTs About Digital Literacy
5.5 Perceptions of PTs About Learner Autonomy
6 Discussion
7 Conclusion
References
6 Online Teacher Education in Times of Crisis: Listening to Teachers' Voices During COVID-19
1 Introduction
2 Voices Already Heard
3 Methods
3.1 Research Design and Context
3.2 Participants
3.3 Data Collection and Analysis
4 Lessons Learned
4.1 Wellbeing
4.2 Time Management
4.3 Access to Learning
4.4 Work Life
4.5 Home Life
5 Discussion
Foreword
Preface
Acknowledgments
Contents
Editors and Contributors
Abbreviations
List of Figures
List of Tables
Part I Principles of CALL Teacher Education and Professional Development
1 Contextualizing and Adapting Teacher Education and Professional Development
1 Introduction
2 Development of Teacher Training as a Sub-field of CALL
3 TESOL Technology Standards
4 Conclusion
References
2 CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts
1 Introduction
2 Lessons Learned
2.1 Technical Challenges
2.2 Resource Challenges
2.3 Strategic Challenges
2.4 Sociocultural Challenges
2.5 Economic Challenges
3 Discussion
4 Conclusion
References
Part II Voices of Pre-service Teachers
3 Pre-service Chinese Foreign Language Teachers in Blended CALL Preparation Program: Case Study in Taiwan
1 Introduction
2 Voices Already Heard
2.1 CALL Teacher Preparation Studies in Under-Represented Contexts
2.2 CALL Teacher Preparation Studies in Taiwan
3 The Case Study
3.1 Situating e-Learning and Teacher Training in Taiwan
3.2 Participants
3.3 Blended CALL Training Program
3.4 Data Collection and Analysis
4 Lessons Learned
4.1 How Effective is the BL Training Program on Pre-service CFL Teachers' CALL Professional Development?
4.2 What Factors, if Any, Facilitate or Hinder These Pre-service CFL Teachers' Learning to Teach with Technology?
5 Discussion and Conclusion
References
4 Secondary Pre-service English Teachers' Response to CALL Innovation in Cambodia
1 Introduction
2 The Present Study
2.1 Framing the Present Project
3 Methods
4 Lessons Learned
4.1 General Comments
4.2 Moodle-Based Pronunciation Exercises
5 Discussion
6 Conclusion
References
5 Fostering Digital Literacy and Learner Autonomy Readiness Among Pre-service Teachers in Online Education
1 Under-represented Context
2 CALL Teacher Education/Professional Development Concerns
3 Voices Already Heard
3.1 Digital Literacy
3.2 Learner Autonomy
3.3 Theoretical Voices
4 Method
4.1 Research Design
4.2 Participants
4.3 Data Collection and Analysis
5 Lessons Learned
5.1 Digital Literacy (DL)
5.2 Learner Autonomy Readiness
5.3 Relationship Between Digital Literacy and Learner Autonomy Readiness
5.4 Perceptions of PTs About Digital Literacy
5.5 Perceptions of PTs About Learner Autonomy
6 Discussion
7 Conclusion
References
6 Online Teacher Education in Times of Crisis: Listening to Teachers' Voices During COVID-19
1 Introduction
2 Voices Already Heard
3 Methods
3.1 Research Design and Context
3.2 Participants
3.3 Data Collection and Analysis
4 Lessons Learned
4.1 Wellbeing
4.2 Time Management
4.3 Access to Learning
4.4 Work Life
4.5 Home Life
5 Discussion