Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-26T14:10:04.066Z Has data issue: false hasContentIssue false
  • English
  • Français

Filling in the gaps: Linking theory and practice through telecollaboration in teacher education

Published online by Cambridge University Press:  13 February 2013

Melinda Dooly  and
Randall Sadler
Melinda Dooly
Affiliation:
G5-107, Ciències de l'Educació, Campus Bellaterra, Universitat Autònoma de Barcelona, 08193 Cerdanyola del Vallès (Barcelona), Spain (email: [email protected])
Randall Sadler
Affiliation:
Department of Linguistics, The University of Illinois at Urbana-Champaign, 4080 Foreign Languages Building, MC-168, 707 S. Mathews Ave. Urbana, IL 61801 (email: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

This article discusses a two-year telecollaborative project in teacher education that took an integrated approach to teaching about and through technological resources in order to introduce student-teachers to innovative methods for communicative-based language learning through computer-mediated communication (CMC). Via ‘technological immersion’, student-teachers in two groups in Spain and the US were required to work together online to give peer feedback and evaluation of several activities, including teaching sequences. They also co-created podcasts, along with accompanying educational activities. Some of the tools used were Moodle, Skype, emails, wikis, Second Life and podcasting. The article analyzes and discusses multimodal data collected during the collaboration. Results indicate that the online collaboration enhanced teacher development through opportunities unavailable in more traditional teacher education classrooms and enabled student-teachers to better make connections between theory and practice.

Keywords

CMCTeacher EducationTelecollaborationVirtual Communities of Practice (VCoP)
Type
Research Article
Information
ReCALL , Volume 25 , Issue 1 , January 2013 , pp. 4 - 29
Copyright
Copyright © European Association for Computer Assisted Language Learning 2013

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Akbari, R. (2007) Reflection on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35: 192–207.CrossRefGoogle Scholar
Arnold, N.Ducate, L. (2006) Future foreign language teachers’ social and cognitive collaboration in an online environment. Language Learning & Technology, 10: 42–66.Google Scholar
Barab, S. A.Duffy, T. M. (2000) From practice fields to communities of practice. In: Jonassen, D. H. and Land, S. M. (eds.), Theoretical foundations of learning. Mahwah, NJ: Lawrence Erlbaum, 25–55.Google Scholar
BECTA (2008) Web 2.0 technologies for learning at KS3 and KS4: Learners’ use of Web 2.0 technologies in and out of school. London: BECTA.Google Scholar
Bigelow, M. H.Ranney, S. E. (2005) Pre-service teachers’ knowledge about language and its transfer to lesson planning. In: Bartels, N. (ed.), Applied linguistics and language teacher education. New York: Springer, 179–200.CrossRefGoogle Scholar
Brophy, J. (ed.) (2002) Social constructivist teaching: Affordances and constraints. New York: Elsevier.CrossRefGoogle Scholar
Brophy, J. (2006) Graham Nuthall and social constructivist teaching: Research-based cautions and qualifications. Teaching and Teacher Education, 22: 529–537.CrossRefGoogle Scholar
Chapelle, C. A.Hegelheimer, V. (2004) The language teacher in the 21st century. In: Fotos, S. and Browne, C. M. (eds.), New perspectives on CALL for second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, 299–316.Google Scholar
Collins, A., Brown, J. S.Newman, S. E. (1989) Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In: Resnick, L. B. (ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum, 453–494.Google Scholar
Dickey, M. D. (2007a) Barriers and enablers in integrating cognitive apprenticeship methods in a Webbased educational technology course for K-12 (primary and secondary) teacher education. ALT-J, 15(2): 119–130.CrossRefGoogle Scholar
Dickey, M. D. (2007b) Integrating cognitive apprenticeship methods in a web-based educational technology course for P-12 teacher education. Computers & Education, 51: 506–518.CrossRefGoogle Scholar
Dooly, M. (2009) New competencies in a new era? Examining the impact of a teacher training project. Recall, 21(3): 352–369.CrossRefGoogle Scholar
Dooly, M. (2010) The teacher 2.0. In: Guth, S. and Helm, F. (eds.), Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. Dooly, M. D. and O'Dowd, R. (series eds.), Telecollaboration in Education. Bern: Peter Lang, 277–303.Google Scholar
Dooly, M. (2011) Crossing the intercultural borders into 3rd space culture(s): Implications for teacher education in the twenty-first century. Language and Intercultural Communication, 11(4): 319–337.CrossRefGoogle Scholar
Edwards, A.Protheroe, L. (2003) Learning to see in classrooms, what student teachers learn about teaching and learning while learning to teach in schools. British Educational Research Journal, 29(2): 227–242.CrossRefGoogle Scholar
Egbert, J., Paulus, T. M.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.Google Scholar
Egbert, J. (2006) Learning in context: Situating language teacher learning in CALL. In: Hubbard, P. and Levy, M. (eds.), Teacher education in CALL. Amsterdam: John Benjamins, 167–182.CrossRefGoogle Scholar
Freeman, D.Johnson, K. E. (1998) Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3): 397–417.CrossRefGoogle Scholar
Guichon, N. (2009) Training future language teachers to develop online tutors’ competence through reflective analysis. ReCALL, 21(2): 166–185.CrossRefGoogle Scholar
Guth, S.Helm, F. (eds.) (2010) Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century, Vol. 1. In: Dooly, M. D. and O'Dowd, R. (series eds.), Telecollaboration in Education. Bern: Peter Lang.Google Scholar
Hampel, R. (2009) Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration. Innovation in Language Learning and Teaching, 3(1): 35–50.CrossRefGoogle Scholar
Hampel, R.Stickler, U. (2005) New skills for new classrooms. Training tutors to teach languages online. Computer Assisted Language Learning, 18(4): 311–326.CrossRefGoogle Scholar
Hauck, M.Wernecke, S. (2013). Designing CALL materials for social presence. In: Thomas, M., Reinders, H. and Warschauer, M. (eds.), Contemporary Computer-Assisted Language Learning. Continuum: London & New York, 95–115.Google Scholar
Hockly, N. (2000) Modelling and ‘cognitive apprenticeship’ in teacher training. ELT Journal, 54(2): 118–125.CrossRefGoogle Scholar
Hubbard, P. (2008) CALL and the future of language teacher education. Calico Journal, 25(2): 175–188.CrossRefGoogle Scholar
International Society for Technology in Education (ISTE) (2008). National educational technology standards for teachers (2nd ed.). http://www.iste.org/standards/nets-for-teachers.aspxGoogle Scholar
Johnson, K. E. (2006) The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1): 235–257.CrossRefGoogle Scholar
Johnson, K. E. (2009) Second language teacher education: A sociocultural perspective. New York: Routledge.CrossRefGoogle Scholar
Joyce, B.Showers, B. (2002) Designing training and peer coaching: Our needs for learning. Alexandria, VA: ASCD.Google Scholar
Jung, I. (2005) ICT-pedagogy integration in teacher training: application cases worldwide. Educational Technology and Society, 8(2): 94–101.Google Scholar
Kahan, S. (2004) Engagement, identity and innovation: Etienne Wenger on communities of practice. Journal of Association Leadership, 2(3): 26–37.Google Scholar
Lamy, M-N.Hampel, R. (2007) Online communication in language learning and teaching. In: Candlin, C. N. and Hall, D. R. (series eds.), Research and practice in applied linguistics. Houndsmills & New York: Palgrave Macmillan.Google Scholar
Lantolf, J. P.Thorne, S. L. (2006) Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.Google Scholar
Lewin, K. M.Stuart, J. S. (2003) Researching teacher education: New perspectives on practice, performance and policy, MUSTER Synthesis Report. London: DFID.Google Scholar
Meskill, C.Anthony, N. (2010) Teaching languages online. Bristol, Buffalo and Toronto: Multilingual Matters.Google Scholar
Narciss, S.Koerndle, H. (2008) Benefits and constraints of distributed cognition in foreign language learning: Creating a web-based tourist guide for London. Journal of Research on Technology in Education, 40(3): 271–297.CrossRefGoogle Scholar
Newby, D., Allan, R., Fenner, A-B., Jones, B., Komorowska, H.Soghikyan, K. (2007) European portfolio for student teachers of languages. A reflection tool for language teacher education. Graz: ECML.Google Scholar
OECD (2005) Attracting, developing and retaining effective teachers - Final report: Teachers matter. Organization for Economic Cooperation & Development. www.oecd.org/dataoecd/38/63/34991087.pdfGoogle Scholar
Pajares, M. F. (1992) Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(1): 307–332.CrossRefGoogle Scholar
Rueschoff, B.Ritter, M. (2001) Technology-enhanced language learning: Construction of knowledge and template-based learning in the foreign language classroom. Computer Assisted Language Learning, 14: 219–232.CrossRefGoogle Scholar
Sadler, R. (2011) Virtual worlds for language learning: From theory to practice. In: Dooly, M. and O'Dowd, R. (series eds.), Teleollaboration in education. Bern: Peter Lang.Google Scholar
Sadler, R.Dooly, M. (2013) Research on language learning in virtual environments. In: Thomas, M., Reinders, H. and Warschauer, M. (eds.), Contemporary Computer-Assisted Language Learning. Continuum: London & New York, 159–182.Google Scholar
Schön, D. (1983) The reflective practitioner. Basic Books: New York.Google Scholar
Scollon, R.Scollon, S-W. (2004) Nexus analysis: Discourse and the emerging Internet. New York & London: Routledge.CrossRefGoogle Scholar
Schwartz, N. (2008) Exploiting the use of technology to teach: The value of distributed cognition. Journal of Research on Technology in Education, 40(3): 389–404.CrossRefGoogle Scholar
Slaouti, D.Motteram, G. (2006) Reconstructing practice: Language teacher education and ICT. In: Hubbard, P. and Levy, M. (eds.), Teacher education in CALL. Amsterdam: John Benjamins, 81–97.CrossRefGoogle Scholar
Steinkuehler, C. A.Williams, D. (2006) Where everybody knows your (screen) name: Online games as “third places. Journal of Computer-Mediated Communication, 11: 885–909.CrossRefGoogle Scholar
Stoll, L.Louis, K. S. (2007) Professional learning communities: Elaborating new approaches. In: Stoll, L. and Louis, K. S. (eds.), Professional learning communities: Divergence, depth, and dilemmas. Berkshire, England: Open University Press, 1–14.Google Scholar
Vasileiou, V. N.Paraskeva, F. (2010) Teaching role-playing instruction in Second Life: An exploratory study. Journal of Information, Information Technology, and Organizations, 5: 25–50.CrossRefGoogle Scholar
Vygotsky, L. (1978) Mind in society: The development of higher mental processes. Cambridge: Harvard University Press.Google Scholar
Wenger, E. (1998) Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Wright, T. (2010) Second language teacher education: Review of recent research on practice. Language Teaching, 43(3): 259–296.CrossRefGoogle Scholar