Teacher Education in CALL
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Chapter 13. How WebQuests Send Technology to
the Background: Scaffolding EFL Teacher Professional Development in CALL
Chin-chi Chao, National Chengchi University, Taiwan
Abstract
This chapter reports on an effort to scaffold teacher learning by
focusing participants’ attention on language instruction, while putting the
technology where it should be—in the background. Two groups of EFL teachers in a
CALL class were required to design and develop WebQuest projects for use with
their learners. From the time they presented their initial ideas, the class
often engaged in prolonged discussions on task design and ways to support
learners. The discussion revealed the participants’ assumptions and
misconception about CALL teaching. Based on an analysis of class discussion,
WebQuest products, and reflection, it is found that teachers faced three
challenges: (1) challenge to their existing assumptions and beliefs about
language teaching, (2) challenge to their strategies for supporting student
learning, and (3) challenge to their beliefs about technology use. Ways to
scaffold teacher learning in such projects are discussed.
References available online
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Dudeney, G. 2003. “The quest for practical web usage.” TESL-EJ 6 (4). Available at http://tesl-ej.org/ej24/int.html.
Egbert, J., Paulus, T.M. and Nakamichi, Y. 2002. “The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education”. Language Learning & Technology, 6 (3): 108-126. Available at http://llt.msu.edu/vol6num3/pdf/egbert.pdf.
Meskill, C., Mossop, J., DiAngelo, S., and Pasquale, R. 2002. “Expert and novice teachers talking technology: precepts, concepts, and misconcepts”. Language Learning & Technology, 6 (3): 46-57. Available at http://llt.msu.edu/vol6num3/pdf/meskill.pdf.
McKenzie, J. 2001. “How teachers learn technology best”. From Now On: The Educational Technology Journal, 10 (6). Available at http://www.fno.org/mar01/howlearn.html.
WebQuest Central. Available at http://webquest.sdsu.edu/.
Updated December 8, 2006