it is presumed that most of the users of an invitation to call will be primarily interested in using the concepts and content of this resource to inform technology implementations in their own classes. as noted in the introduction, this course assumes a basic comfort level on the computer and either the willingness to learn more on your own or the availability of technical support to get help locally. if you are looking ahead to a master’s or certificate program, it is worth checking to see which ones include technology training and what the nature of that training is. we have seen a number of useful resources for learners throughout this course, but there are a number that are valuable to teachers as well. a list of some leading call-focused organizations appears in the supplement of this course: /~efs/callcourse2/callx.htm. we have already seen links to a number of online journals and to the rich ict4lt site for professional development in call (www.ict4lt.org).
one solution is to try to build software in such a way that it adapts to the learner on a number of different levels: language proficiency, computer proficiency, learning style, topical interest, motivational type and intensity, and so on. evidence that a high percentage of today’s university students do not have the skills they need to use computers effectively for language learning can be found in winke & goertler (2008). let us proceed under the assumption that it is worth the trouble to do at least some training. of course, in order to be effective at training students, it is necessary to thoroughly analyze the software, task, or activity you are assigning. “learner training for effective use of call” in fotos, s. and browne, c. students’ computer access and literacy for call.
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