Investigating foreign language graduate student instructors’ perceptions and use of technology in the classroom
Document Type
Contribution to Book
Journal/Book Title/Conference
Educating the future foreign language professoriate for the 21st century
Editor
H. Maxim, H. W. Allens
Publisher
Heinle Cengage Learning
Publication Date
2011
First Page
192
Last Page
211
Abstract
This study investigates how graduate student instructors (GSIs) in several universities across the United States perceive and make use of technology to teach foreign language (FL) courses. Results indicate that while the majority of GSIs receive some kind of CALL training upon entering their programs, much of the training focuses on technologies that are not Web 2.0 tools (e.g., wikis,
blogs, social networking sites). Specifically, participants indicate that they use PowerPoint, grammatical and lexical websites, and discussion boards most often
in teaching. Survey results also suggest that lack of planning time, limited online exercises that accompany their textbook, and teaching in a classroom without
media were significant factors impeding their use of technology in their courses. Suggestions are offered regarding how CALL training can be improved for GSIs to
better prepare them for their future careers in academia.
Recommended Citation
Investigating foreign language graduate student instructors’ perceptions and use of technology in the classroom. In H. Maxim & H. W. Allen (Eds.), Educating the future foreign language professoriate for the 21st century (pp. 192–211). Boston: Heinle Cengage.
