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The Impact of CALL Instruction On Classroom
Computer Use A Foundation For Rethinking
Technology In Teacher Educationwritten by Joy
Egbert, Trena M. Paulus and Yoko Nakamichi

• EFL 537 CALL
• Presenter Robert Evelyn
• Instructor Lyra Riabov

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Introduction
What do the most of the studies on educational
technology explore?

• What teachers are and/ or should be learning in
  technology course?
• What is TEFL students attitudes toward
  technology?
• What do teachers think about the use of computers
  in the classroom?

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The transfer of CALL coursework to the classroom

• How do teachers learn about CALL-based
  activities?
• How does what they learn in their coursework
  impact their current teaching contexts?
• What factors influence their use ofcomputers in
  their classrooms?
• How do participants continue to acquire and
  master new ideas in CALL after formal coursework
  ends?

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4 Foci

• How teachers learn technology
• Interaction between coursework and classroom
• Factors influencing technology use
• Professional development in technology use

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1. How Teachers Learn Technology
What do pre-service teachers take away from the
courses and actually use in their classrooms?

• Galloway(1996)
• a. What computer experience do
• teachers need to gain?
• b. How do they actually use computers?
• c. How do they learn to use and
• adopt computers?

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Little or No impact on Teacher-Education

• Galloway(1996) Smerdon et al.(2000)
• Langone, Wissick, Ross(1998)
• Strudler, McKinndy, Jones(1999)

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2. Interaction between coursework and classroom
When teachers are willing to integrate technology
in their classrooms, their coursework may not
facilitate doing so.

• Wentworth(1996)
• Grau(1996)
• Keirns (1992)
• Parr(1999)
• Hargrave Hsu(2000)

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3. Factors Influencing Technology Use

• Time pressures
• Lack of resources and materials
• Insufficient or inflexible guidelines, standards,
  and curricula
• Lack of support or recognition for integrating
  computers
• Age, gender, attitudes toward technology
• Teaching experience

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4. Professional Development in Technology Use

• Levy (1997)-its nearly impossible
• Grau (1996)-its hard to continue learning.
• Smerdon et al (2000)-feel well prepared.

Create materials/ continue learning/ work shop
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Participants
Research methods

• 20 ESL and EFL teachers who had taken the same
  graduate-level CALL course (L530)during 1996-2000
  and who were currently teaching .

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Research Questions

• How do teachers learn about CALL-based
  activities? (table 1)
• How does what they learned in their coursework
  impact their current teaching contexts? (table 2)
• What factors influence whether the use computers
  in their classrooms? (table 34)
• How do participants continue to acquire and
  master new ideas in CALL after formal coursework
  ends? (table 5)

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Conclusion

• What are the goals of CALL coursework?

• Teacher educators hope to help
• language teachers to understand
• and apply CALL activities to promote
• student achievement.

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Think about it

• How can you continue learning new ideas and
  approaches after finishing EFL 537 Course?
• What specific things you have learned from EFL
  537 Course do you think will be applied in future
  teaching?