Teacher Education in CALL & CMC

Judith Barna
Université Lille Nord de France, Université d'Artois - IUFM
Laboratoires RECIFES & GERIICO
Teacher Education in CALL & CMC
Teacher Education SIG Workshop 2010
EUROCALL, Lyon INRP
Language learning and teaching (LLT)
enhanced by communication technology:
Wishful thinking or real practice

Judith Barna
EUROCALL, Lyon INRP
Introduction: an anecdote
Advantages and drawbacks of using communication technologies
in the classroom
Answer :
More than 60% of trainee teachers thought there were more
drawbacks than advantages
Drawbacks : lack of control, no serious learning, just a
game
Advantages : easy access to documents of all types
Bewilderment based on opinion, beliefs and false represetations

Judith Barna
EUROCALL, Lyon INRP
Overview of the presentation
1) ICT in the teacher training curriculum at the IUFM in the North France –
a brief look
1.1 the institution
1.2 the ICT in the curriculum of future secondary school teachers of
English
1.2.1 actors
1.2.2 content
1) Research questions:
Is the current model of teacher training with regards to ICT the most
appropriate? This question is untimely due to recent reforms of the
teacher training system.
Will trainee teachers have the fundamental competences with which
they will be able to integrate ICT into their teaching
3. Hypothesis: training is insufficient
4. Data:
a) Content analysis of the teacher training programme at the IUFM in
the North of France
b) Trainee teachers' surveys : ICT ressources and infrastructure in
schools (training establishments)
c) Content analysis of trainee teachers' personal research files
5)Conclusions

Judith Barna
EUROCALL, Lyon INRP
1) ICT in the teacher training curriculum at the IUFM in the North France
Licence
One year preparing the theoretical part
of the « concours de CAPES* » The
preparation involves pedagogy. Most
students go to an IUFM* to prepare the
exams event though it is not compulsory.
The programme includes TBLT.
CAPES
A competitive examination
One year in-service teacher training at
an IUFM - compulsory
Trainee teachers have to attend
pedagogy classes at an IUFM + they
have to teach English in two or three
classes about 6 to 8 hours a week –
full responsibility
1. 1. How to become a qualified English teacher in France
A simplified version Important changes to come In 2010- 2011
!
*concours de CAPES = a highly selective exam for those who want to become teachers (civil servants)
* IUFM = instituts universitaires de formation des maîtres» (post-graduate teacher training institutes)
No ICT training at all
ICT training at the IUFM
& practice in schools

Judith Barna
EUROCALL, Lyon INRP
1.1 The institution
IUFMs (university-level teacher-training institutes) merged with universities in
2008. However it's the State that defines, with a national framework,
specifications for professional teacher training. Master degree from 2010-2011.
The IUFM NPC is the second biggest insitution if France after the IUFM of
Versaille with 5161 students in 2008-2009.
Actors :
Language teachers (3)
Technology teachers (10)
Structure :
2x 3 hours : specific technical competences (blog, website, powerpoint,
interactive board etc)
2 x3 hours : basic ICT competences + CMLT computer mediated language
teaching
1X 3 hours (option) : creativity and CMLT
1.2 the ICT in the curriculum of future secondary school teachers of English

Judith Barna
EUROCALL, Lyon INRP
Content
CMLT computer mediated language teaching CMCL (computer
mediated communication in Language Learning) M.N. Lamy & R. Hampel)
2. compétences multiples et diversifiées des formateurs
Multimedia
Ressources
1. Connaissance des
ressources :
exploration des ressources
pédagogiques existantes
analyse des ressources :
type de ressources,
intérêts,
utilité,
qualités pédagogiques,
facilité d’utilisation
2. Création des ressources pédagogiques
Connaissance des outils de création : (quick overview)
Texte : traitement de texte (html, pdf)
son : Audacity, Podcast : http://lve.scola.ac-paris.fr/anglais/tice.php
image : GIMP 2 / Photofiltre
vidéo : Windows Movie Maker, Camstudio
exerciseurs : Hot Potatoes, Netquiz
diaporama (Powerpoint / open office
Blog:très bonne introduction : http://lve.scola.ac-paris.fr/anglais/blogs.php
site internet : KompoZer :
mind map : carte heuristique (Free mind) et carte conceptuelle
Webquests :cf. Exemples sur Moodle
3. Intégration des ressources
dans des projets pédagogiques :
une pédagogie nouvelle dans la
pratique éducative
publication model of storage and distribution : focus on mass deliveries
of common materials to classes

Judith Barna
EUROCALL, Lyon INRP
Students conducted a survey in their own school* to find out about :
ICT hardware
Computers (where, how many, access)
Additional technology ressources
Network
Internet access
ICT security
Staff
B2i
*28 secondary schools ( Collège or lycée) in the north of France
ICT resources and infrastructure
Findings Short version : See conclusions next page

Judith Barna
EUROCALL, Lyon INRP
Conclusions
In all secondary schools teachers have access to desktop computers.
Some have laptops, interactive whiteboards, digital cameras, data
projectors and DVD players.
The average number of computers per school is 91,
the average number classrooms per schools equipped with computers that
language teachers can access to is 1.8
In 10 out of 28 schools there are computers for teacher in the teachers’
room for pedagogical purposes : average number 3.4
ICT resources and infrastructure

Judith Barna
EUROCALL, Lyon INRP
Uses of ICT in teaching and learning
Data : 7 trainee teachers' personal research files

Judith Barna
EUROCALL, Lyon INRP
Conclusions
Further questions :
Link between TBLT and CMCL
Insufficient infrustucture in schools
Lack of cooperation or collaboration among teachers
Basic ICT competences acquired
Teachers' attitude towards the use of ICT has turned into a
undoubtedly positive one :
Communication among students increased
Realising the potentialities of group work
Better understanding the rôle of a teacher as facilitator
Enhancing pupils autonomy
Handling heterogenious classes

Judith Barna
EUROCALL, Lyon INRP
M.N. Lamy & R. Hampel. Online Communication in Language Learning and Teaching, New York, Palgrave Macmillan,
2007

Teacher Education in CALL & CMC

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