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• W183987685 abstract "Language teachers in training today are likely to have become familiar with computers as part of their university experience, with the expectation of using, at a minimum, word processing, spreadsheets, and Web browsers to do research, writing, and projects. They are likely to be exposed to computer-assisted language learning (CALL), and some may elect to pursue CALL as a major focus. But even those teachers not delving deeply into CALL will be expected by their supervisors, their peers, and, most importantly, by their students to enhance their teaching through technology. We will be focusing in this column on what tools and technologies are likely to be important to teachers entering the classroom for the first time. Technology Training It is beneficial for teachers to have an appreciation of the range of options available in CALL and what the learning curve and effectiveness of each option is likely to be. The former is much easier to determine then the latter. There are too few CALL and SLA (second language acquisition) studies that provide concrete evaluations of specific tools and technologies and how they are used. Before being able to evaluate effectively CALL programs, teachers need to add to their pedagogical knowledge a fundamental understanding of the workings of computers and networks. To be able to use a word processing program, for example, one needs to understand the concept of a file and storage media. To use a Web browser effectively, one needs to understand about media types and Web page delivery. At a minimum teachers needs to become informed users of technology (see the special LLT issue on literacies and technologies). This should include not just software use but as well some hardware basics and an understanding of networks (local area and Internet). A familiarity with multimedia formats (DVD, MP3, etc.) as well as of players is clearly essential for language teachers. Naive technology users are not well suited to make intelligent choices on the selection of CALL materials. Anyone who has used any kind of technology in the classroom also knows how crucial it is to be able to do basic trouble-shooting of technology glitches. Most U.S. colleges now have computer literacy requirements in place. The requirements vary considerably, but usually are limited to a knowledge of the mechanics of computing. Today, such skills are normally a pre-requisite for success in higher education. For students needing training in the use of general purpose software, electronic tutorials have become widely available. Some are available on CD (such as SkillSoft products), others are accessed through the Web (such as Smartforce). In addition to commercial products, some schools have developed their own training materials, like the nice Microsoft Office tutorials from the Florida Gulf Coast University. One of the useful methods for developing training materials for learning specific software is the use of screen capture software. Such programs have been available for some time but have become more sophisticated. Programs from companies like TechSmith and Ambrosia allow not just screen captures but movies of the screen (in AVI or QuickTime formats) and even sound to be recorded. An instructor can move through successive steps in using an application and have all those steps recorded. Voiceovers can then be added. Digitization An area of obvious interest to prospective language teachers is the use of media in the classroom. The trend towards use of digital media has accelerated in recent years, due to faster processors, increased network speed, cheaper and more flexible storage options, and easier to use software. The slide projector has given way to projected graphics files, Web pages, and presentations. All-in-one projectors are displacing LCS panels mounted on overhead projectors. Although still quite expensive, such projectors can now project at high resolutions and are able to show video, sometimes at HDTV quality. …" @default.
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• W183987685 date "2002-09-01" @default.
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• W183987685 title "Technology for Prospective Language Teachers." @default.
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