Teacher Education in CALL   

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Chapter 17. 
Expert-Novice Teacher Mentoring in Language Learning Technology

Carla Meskill, Natasha Anthony, Shannon Hilliker-VanStrander, Chi-Hua Tseng, and Jieun You, University at Albany, USA

This chapter details the activities and outcomes of the Technology Assisted Language Learning (TALL) Project over a three-year period. The project's chief aim was the development of pre-service teachers with expertise in effective integration of technology in their teaching of language and literacy to English Language Learners (ELLs). Central to the project was the mentoring of these pre-service teachers by project-trained, in-service, technology-using experts in local ELL K-8 classrooms. The pre-service cohort was simultaneously mentored by doctoral students with specializations in technology and language learning. Project design, processes, and outcomes are presented, and implications for teacher development outlined and discussed.

References available online

Becker, H. 2000. “Findings from the teaching, learning and computing survey: Is Larry Cuban right?” Education Policy Analysis Archives, 8 (51). Available at http://epaa.asu.edu/epaa/v8n51/.

Becker, H. and Riel, M. 2000. “Teacher professional engagement and constructivist-compatible computer use”. Center for Research on Information Technology and Organizations University of California, Irvine and University   of Minnesota Available at http://www.crito.uci.edu/tlc/findings/report_7/startpage.html.

Golde, C.M. and Dore, T.M. 2001. “At cross purposes: What the experiences of doctoral students reveal about doctoral education”. Available at http://www.phd-survey.org.

Meskill, C., Mossop, J., DiAngelo, S., and Pasquale, R.K. 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/meskill/default.html.

TALL Project Website. Available at www.albany.edu/faculty/meskill/TALL/home/home.htm.


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Updated September 12, 2006