Integrating Technology on Initial Training Courses: A Survey Amongst CELTA Tutors

Marisa Constantinides (CELT Athens, Greece)

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DOI: 10.4018/ijcallt.2011040105

Source title: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)

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MLA

Constantinides, Marisa. "Integrating Technology on Initial Training Courses: A Survey Amongst CELTA Tutors." IJCALLT 1.2 (2011): 55-71. Web. 22 May. 2013. doi:10.4018/ijcallt.2011040105

APA

Constantinides, M. (2011). Integrating Technology on Initial Training Courses: A Survey Amongst CELTA Tutors. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(2), 55-71. doi:10.4018/ijcallt.2011040105

Chicago

Constantinides, Marisa. "Integrating Technology on Initial Training Courses: A Survey Amongst CELTA Tutors," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1 (2011): 2, accessed (May 22, 2013), doi:10.4018/ijcallt.2011040105

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Abstract

Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.

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