Question 1: PowerPointlessness in "How Teachers Learn Technology Best" by Jamie McKenzie
It is basic that if the technology is not well put in place in the education system, the students success stands at jeopardy. Teachers are subjects to be the primary influencing factor on how they students grasp the concept. According to McKenzie (2001), powerpointless is the limitation that teachers transfer to their students through limited learning on technology application. The shortcoming is further transported to the world through inconsistency of appropriate application of concepts by the students in the job market.
McKanzie (2001) put forth several approaches to help avoid the problem. McKanzie asserts that the problem can be prevented by enhancing better teaching models. For example, emphasizing on the need to combine presentation software and other reportings and writings so as to persuade and enlighten on their concepts. The students presentations should highlight on their ideas and logic (McKanzie, 2001). Furthermore, their delivery should be more dramatic so that the encountered challenges are addressed with ease. The teachers should enhance their delivery skills so that it is more on sufficient evidence and example that set a clear understanding.
Question 2: The Barriers Preventing Teachers from using CALL based on the study carried out by Egbert et al., 2002.
According to Joy Egbert et al. (2002), the assimilation of the CALL technology has taken the course. However, the adaptation of the technology has been limited by several factors. The research findings hold that the teachers applying CALL are the ones who had some previous experience before taking the course. Among the main reasons prohibiting the application of the technology are the lack of adequate support, limitation by time, and the lack of resources (Egbert et al., 2002). Additionally, it is argued that the teachers are not incorporating the new learning techniques with the advanced technologies (OBryan, 2008). The accrued reason for the limitation is the fact that the teacher's coursework on CALL course is not in line with the current needs. Therefore, teachers would never teach what they do not know or have minimal knowledge. I would, therefore, conclude that the primary limiting factor is the devoid of the coursework and classroom. In as much as the teacher may be willing to put in practice the technological training, the class course work does not capacitate the implementation.
Question 3: How to Learn from World Practitioner as a Call Practitioner
Professional technology teachers still have the capacity to further their skills and knowledge in the field even after completion of the course. I would advocate that every teacher should form a firm ground on enriching their skills. Although one may perceive to have grabbed the concepts on coursework quite comprehensively, there is always room for improvement and adjustment (Hubbard, 2015). It is common that many class work and school programs do not have a support program for enhancing the teachers skills on technology CITATION Hub09 \l 1033 (Hubbard, 2009). It is thus paramount that a teacher should seek assistance from world practitioners so as to improve their abilities (Kessler, 2006).
My opinion on strengthening the skills and knowledge would be more anchored in books, online research, and professional bodies. A single coursework is not sufficient for a tutor to have full capacity on teaching and implementation. Continued personal research from books, the web, and professional organizations will offer adequate and resourceful knowledge on the same (Kessler, 2006). However, the resources have a limitation. The resources do not give a comprehensive guide on which are the most essential and valuable skills on school programs. Consequently, it is common to find schools have different concepts due to the diversity.
BIBLIOGRAPHY \l 1033 Egbert J., M. &. (2002). The Impact of Call Instruction on Classroom Computer Use: A foundation far Rethinking Technology in Teacher Education. Language and Learning Technology. Retrieved 12 26, 2016, from http://llt.msu.edu/vol6num3/pdf/egbert.pdf
Hubbard, P. (2009). Computer Assisted Language Learning Programs: Critical Concepts in Linguistics. London & Newyork: Routledge.
Hubbard, P. (2015). An Invitation to CALL: Foundations of Computer-Assisted Language Learning. Lingustic Department, Stanford University.
Kessler, G. (2006). Assessing CALL Teacher Training: What Are We Doing and What Could We Do Better? ResearchGate.
Mckanzie, J. (2001). How Teachers Learn Technology Best. The Educational TechnologyJournal.
OBryan, A. (2008). Providing Pedagogical Learner Training in CALL: Impact on Student Use of Language-Learning Strategies and Glosses. CALICO JournaL.
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