call in tesol teacher training greg kessler ohio university
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DESCRIPTIONCALL in TESOL Teacher Training Greg Kessler Ohio University. Background. CALL Preparation No Broad Based Research No understanding of the extent of such training No understanding of the perceived importance of such training No specifics of such training CALL is Assumed to be Valuable - PowerPoint PPT Presentation
CALL in TESOL Teacher Training
Greg KesslerOhio University
BackgroundCALL PreparationNo Broad Based ResearchNo understanding of the extent of such trainingNo understanding of the perceived importance of such trainingNo specifics of such training
CALL is Assumed to be ValuableSurvey results indicated departmental support and incentives available for both CALL use and CALL developmentSurvey of Websites~90% of TESOL Positions Seek CALL ExperienceDuring 6 month period of postings
Phase I of Study208 Masters ProgramsSample:CALL Practitioners
How Confident Are You Using Technology for Language Teaching?
My Degree Program Was Effective at Preparing Me to Teach With Technology
The Amount of Time Devoted to CALL in My Degree Program Was Sufficient
Have you Taken Courses Outside of Your Degree Program to Gain more Knowledge about Teaching with Technology?
I Would Have Benefited From More CALL Training in My Degree Program
The Courses Regarding Teaching with Technology In My Degree Program Were Relevant to my Teaching
How Many Courses Did you Take in Your Degree Program that Focused on CALL Training?
How Many Courses Focused on CALL Were Required in Your Program?
How Many Courses in Your Program Involved Any CALL Training?
Incentives are Offered for Using Technology for Teaching
Incentives are Offered for Developing Technology for Teaching
Focus GroupsCALL Trainers at Teacher of English to Speakers of Other Languages Convention (TESOL)Formal training has continued to increase over past decadeTraining should be inextricably linked to pedagogyMost training occurs as in-service or incidental trainingOther Teacher Trainers at TESOLCALL is out of my grasp and we dont have a specialist to do itFunding isnt available to expand right nowThere are too many other issues central to training of teachersThose who are interested will pick it upInterviewsGeneral sense of desire to implement, but overwhelmed by limitations
Phase II of Study: Formal and Informal Sources of TrainingInformal SourcesPublicationsConferencesListserv InformationColleaguesIn-service training
Literature Review:What Should Teachers Know About CALL?Digital literacyGeneral Software SkillsDecision Making SkillsExperience with CALL (both as student & teacher)Development SkillsKnowledge of Student TrainingExplicit CALL related TrainingLanguage Skill CALL Awareness
Research Questions1.Are TESOL masters degree programs with a CALL component evaluated more positively than those with no CALL component?3.Is there a relationship between satisfaction with informal CALL training and satisfaction with formal CALL training?4.Is there a relationship between attitude toward technology and satisfaction with formal CALL training?
Research Hypothesis for Question 1: (Mann-Whitney Test of Medians)H0: There is no difference in median scores between the ranking of TESOL masters degree programs of study which include CALL and those which do not include CALL.HA: There is a difference in median scores between the ranking of TESOL masters degree programs of study which include CALL and those which do not include CALL.
The Research Question for Question 2:(Multiple Regression)H0: The independent variables, perception of informal teaching preparation and perception of formal teaching preparation are not significant predictors of the dependent variable, attitude toward technology.HA: The independent variables, perception of informal teaching preparation and perception of formal teaching preparation are significant predictors of the dependent variable, attitude toward technology.
Population and SampleTESOL members within last five years
Graduates of North American TESOL MA Programs
~108 Participants (40% response of 270)
H0: The independent variables, informal teaching preparation and attitude toward technology are not significant predictors of the dependent variable, formal CALL preparation as a component of a language teacher preparation program.
HA: The independent variables, informal teaching preparation and attitude toward technology are significant predictors of the dependent variable, formal CALL preparation as a component of a language teacher preparation program.
Statistical HypothesisH0: =HA:
whereasFTP represents satisfaction with formal teaching preparationITP represents satisfaction with informal teaching preparationATT represents attitude toward technology
ConclusionsThe ranking of the Hypothetical Masters Program including CALL was ranked significantly higher than the one which did not include CALL
ConclusionsInformal Teaching Preparation contributed 36% to Attitude Toward Technology
Formal Teaching Preparation Was Essentially Unnoticeable, but Contributed Slightly Negatively (1.5%)
ConclusionsTESOL professionals have a generally positive attitude toward technology (4.06 overall mean on 5 point Likert scale)
Components of ITP & FTP (General and Technology Type Use) ITPFTPUse computers for language instruction4.06 2.29Use the Internet for instruction4.23 2.21Use multimedia for instruction4.02 2.78Use computer-based images for instruction3.91 2.23Use computer-based video materials for instruction3.57 2.08Use computer-based audio materials for instruction3.572.15Use CMC for instruction 3.92 2.20Use a CMS (such as Blackboard, Moodle, etc.)3.922.02
Components of ITP & FTP (Language Skills) ITP FTPUse computer-based materials for teaching speaking 3.45 1.92
Use computer-based materials for teaching listening 3.55 2.08
Use computer-based materials for teaching writing 4.01 2.38
Use computer-based materials for teaching reading 3.92 2.23
Use computer-based materials for teaching grammar 3.77 2.23
Components of ITP & FTP (Materials Creation) ITP FTPCreate computer-based instructional materials 3.93 2.19
Create computer-based audio material for instruction 3.26 1.98
Create computer-based video material for instruction 3.15 2.04
Create computer-based images for instruction 3.46 2.07
Components of ITP & FTP (Decision Making)
ITP FTPSelect appropriate web-based materials for instruction 4.15 2.26Make effective decisions regarding use of technology 4.12 2.64Make decisions regarding the selection of software 3.94 2.35Make decisions regarding technology integration 4.19 2.67Make decisions regarding the design of technology learning spaces (such as computer labs) 3.52 2.08Evaluate computer-based instructional materials 3.92 2.23
Components of ITP & FTP (Other) ITP FTPUse a CMS (such as Blackboard, Moodle, etc.) 3.92 2.02
Use technology for evaluating students 3.42 2.06
Evaluate computer-based instructional materials 3.92 2.23
Train students to use computer-based materials 3.87 2.23
TESOL Establish CALL StandardsTESOL Master Programs Integrate CALLFurther Research into Long Term Effectiveness of CALL TrainingFurther Research into Teacher NeedsFurther Research into Teacher Perception of CALL Needs
CALL Prep genrally informal varied from 47.5=93%126.96.36.199.625.2=78%521.712.641.5=86%43.61.392.47.692.47.618.642.4393.41.713.679.2 1.7
65143Results of study revealed Literature review revealedUsed tesol membership database available to all members online
108 requird for the regression equation based upon PEAR software
However, this may be misleading. May be based upon an assumption that they only need to use technology as much as they are or have been using it. Follow up intereviews indicate that many who rate their attitude toward technology quite high use it rarely or not at all for instrucitonScores represent 5 point likert scale where 5 is strongly agree etc.
General and specific use of technology for instructionI am now on foru person team estalibhsing CALL standards