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Overview. OverviewBackgroundThe role of the teacherThe Independent Schools Queensland CALL ProjectBackground informationMaterials development. The role of the teacher. DemandingEvolvingIncluding, but not limited to:Classroom language teachingMotivator, guide, coach, learning adviser, asses
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1. Revisiting the teacher’s role in CALL:Designing materials for the independent language learner Mike Levy
The University of Queensland
2. Overview Overview
Background
The role of the teacher
The Independent Schools Queensland CALL Project
Background information
Materials development
3. The role of the teacher Demanding
Evolving
Including, but not limited to:
Classroom language teaching
Motivator, guide, coach, learning adviser, assessor
Materials developer
Adapting/developing materials based upon the course text
Developing new materials
Materials as content
Materials as process
What/how the materials are used
Designer of learning environments
Integrating in-class/out-of-class work
Importance of time on taskImportance of time on task
4. The Independent Schools Queensland (ISQ) CALL Project Conducted in June/July, 2009
132 language teachers
59 schools
South-East Queensland, Australia
Goals:
Gather information on how exactly language teachers make use of new technologies in language learning, including
the range and focus of new technologies in use, particularly in relation to the language skills and areas
the teachers’ current knowledge, skills base and confidence level with a view to professional development
The overarching goal was to gain a language teachers’ perspective on current working practices.
This involved looking more closely at the profile of teachers who regularly use technologies and the ones who do not, the frequency of use and in what context, levels of integration into the curriculum, assessment practices, and blocks to use and support mechanisms.
We also wished to investigate the degree to which teachers engaged in blended and/or online learning and the relationship between the materials developed and the course textbook.
This project followed another conducted along similar lines focusing on first-year university language teaching. This involved looking more closely at the profile of teachers who regularly use technologies and the ones who do not, the frequency of use and in what context, levels of integration into the curriculum, assessment practices, and blocks to use and support mechanisms.
We also wished to investigate the degree to which teachers engaged in blended and/or online learning and the relationship between the materials developed and the course textbook.
This project followed another conducted along similar lines focusing on first-year university language teaching.
5. Number of years teachers surveyed have taught their language(n=116)