These are the slides for my talk at IATEFL Brighton 2011
Teacher education centres attempting to integrate technology into courses may face resistance by trainees, tutors or community. The case study of a small Teacher Ed institution will be used to illustrate issues, along with the results of a study investigating competencies and attitudes of CELTA tutors regarding technology. Discussion will include suggestions on best practices for those facing similar challenges.
This presentation aims to share the experiences gained in the context of a small teacher development centre in a non-English speaking country and its attempts to introduce and integrate educational uses of technology into it programmes. The emphasis on “small” is important, as the larger and better-established teacher training institutions may be facing their own challenges, which however may be of a different kind.
These attempts, the successes, failures, resistances by all parties concerned, including the tutors, trainees as well as the wider local and international ELT community will be described during the first part of the talk by discussing specific processes adopted and tools used including:
• Virtual classrooms
• Social networks such as nings and Facebook
The steps followed will be discussed with reference to action and reaction of
• Course tutors
• Wider local and international ELT community
The results of a survey amongst CELTA tutors investigating their competencies in and attitudes towards the use of technology on initial training courses such as the Cambridge CELTA in a fully integrated way will also be presented to the audience to illustrate points regarding resistance, denial, acceptance or full adoption.
It is felt that embracing new technologies in an educational context may be, to a large extent, a case of modeling best practices and the implications of this will also be discussed.
In the final part of this talk, some suggestions of possible benefit to small institutions of a similar kind, will be offered and discussed with the audience.
SPECIAL INTEREST AREAS:
Teacher Training & Education