Strategies for Supporting Teachers in the Implementation of MALL
Woodman, Karen (2016) Strategies for Supporting Teachers in the Implementation of MALL. In Palalas, Agnieszka & Ally, Mohammed (Eds.) The International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press Co. Ltd, China, pp. 316-338.
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This chapter synthesizes the findings of an international tele-collaboration study using Facebook, in which in-service language teachers from eight different countries studying in M. Ed programs in Australia and Greece explored the potential use of ICT and mobile phones in the language classrooms in their home countries (e.g., Woodman & Kazoullis, 2007, 2013; Woodman, 2014). The study explored the perceptions of mobile and other technologies and their role in the language classroom by pre- and in-service language teachers from six countries (including Greece, Australia, The Peoples Republic of China, the Philipines, Saudi Arabia and South Korea) in Master of Education programs, via online discussions within a specially created Facebook page.
Key issues identified in this research include: (1) invisible barriers to use of mobile phones in the classroom (e.g., Woodman, 2014); (2) teacher perceptions concerning mobile phones as non-pedagogically useful devices (e.g., Woodman & Kazoullis, 2013); and (3) the need for clarification of the definition of access for educational purposes in MALL (e.g., in-class, in-school, extracurricular). The study also discovered a surprising level of international consensus amongst teachers concerning issues related to the use of ICT and MALL, which will also be discussed. Based on this research, the chapter proposes a number of strategies which may help to address concerns with respect to the implementation of MALL to different stakeholder groups, including teachers, students, parents and administrators.
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