engleski

A Case of Integrating Technology in Pre-service Language Teacher Education

Integrating technology in ELT as a means to enhance language teaching, according to Motteram (2016) is no longer at the periphery of the field but at its center. This presupposes that teachers have acquired necessary technology skills. In pre-service teacher education often, the acquisition of technology skills takes place independent of other content (language courses, methodology courses) making it rather difficult for students to perceive how technology can be applied in other areas or experience the benefits of its integration. Consequently, for in-service teachers, the integration of technology in their work depends on their knowledge of technology and its integration in language teaching, their confidence, motivation, enthusiasm, and opportunity to do so given the pressure of reaching learning outcomes within a limited time. The paper will show how team-teaching at university level can help bridge this divide. Specifically, through the acquisition of multimedia skills (sound editing) delivered by a multimedia specialist and content related to language teaching methodology (storytelling) delivered by a language teacher trainer, students engaged in storytelling in the form of audio- drama. The outcome is a range of most diverse, entertaining, professional-like screenplays and audio-dramas. More importantly, based on the questionnaire for students and their course evaluations, we established that, among other, students showed an awareness of the array of skills they concurrently practiced: sound-editing skills (Audacity), language skills (accuracy, fluency, pronunciation), storytelling skills, teamwork, autonomy, creativity. In sum, the skills and knowledge with which they can create these learning opportunities for/or with their own pupils.

technology, integration, pre-service language teacher education, skills

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