Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments

ReCALL

Volumn 14, Issue 1, 2002, Pages 120-132

  Gillespie, John H ^a   Barr, J David ^a  

^a UNIVERSITY OF ULSTER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84937388952     PISSN: 09583440     EISSN: 14740109     Source Type: Journal    
DOI: 10.1017/S0958344002001015     Document Type: Article

References (9)

1. Burnage, G. (1999) Teachers and technicians: working together for effective use of information technology in language and literature. In: Porter, S. and Sunderland, S. (eds.), Teaching European Literature and Culture with Communication and Information Technologies, Oxford: CTI Centre for Textual Studies, 8-13.
2. Fox, M. (1997) The teacher is dead Long live the teacher Implications of the virtual language classroom, Active Learning 7:1-6.
3. Gillespie, J. H. and Barr, J. D. (2000) paper delivered at ALT 2000, UMIST, Manchester, UK.
4. Gillespie, J. H. and McKee, J. (1999) Resistance to CALL: degrees of student reluctance to CALL and ICT, ReCALL 11(1):38-46. ICT4LT: http://www.ict4lt.org/
5. JISC (Joint Information Systems Committee) workshop report on Managed Learning Environments. http://www.jisc.ac.uk/pub00/mle/final_rep.html
6. Jones, C. (1986) It is not so much the program, more what you do with it: the importance of methodology in CALL, System 14(2):171-178.
7. Kassen, M. and Higgins, C. (1995) Meeting the technology challenge: introducing teachers to languagelearning technology. In: Murray, D (ed.), Knowledge Machines: Language and information in a technological society. London: Longman.
8. Lam, Y. (2000) Technophilia vs. Technophobia: a preliminary look at why second-language teachers do or do not use technology in their classrooms. The Canadian Modern Languages Review 56(3):389-420.
9. Stepp-Greany, J. (2002) Student perceptions on language learning in a technological environment: implications for the new millennium, Language Learning & Technology 6(1):165-180.