In-service CALL education: What happens after the course is over?

Language Learning and Language Teaching

Volumn 14, Issue , 2006, Pages 251-264

  Wong, Lillian ^a   Benson, Phil ^b  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

^b THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77952535728     PISSN: 15699471     EISSN: None     Source Type: Book Series    
DOI: None     Document Type: Chapter

References (16)

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10. Pope, M., Hare, D., & Howard, E. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of Technology and Teacher Education, 10 (2), 191-203.
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12. Strehle, E. L., Whatley, A., Kurz, K. A., & Hausfather, S. J. (2001). Narratives of collaboration: Inquiring into technology integration in teacher education. Journal of Technology and Teacher Education, 10 (1), 27-47.
13. Strudler, N. & Wetzel, K. (1999). Lessons from exemplary colleges of education: Factors affecting technology integration in preservice programs. Education Technology Research and Development, 47 (4), 63-81.
14. Swan, K., Holmes, A., Vargas, J. D., Jennings, S., Meier, E., & Rubenfeld, L. (2002). Situated professional development and technology integration: The Capital Area Technology and Inquiry in Education (CATIE) program. Journal of Technology and Teacher Education, 10 (2), 169-190.
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16. Willis, E. M. & de Montes, L. S. (2002). Does requiring a technology course in preservice teacher education affect student teachers' technology use in the classroom? Journal of Computing in Teacher Education, 18 (3), 76-80.