Year: 2002
Type: article
Abstract: effects of information and communication technologies in language education are often mediated by the learner, the content, the teacher, and the learning environment. Up until recently, research has primarily focused on the relationship between technology and the learner, and between technology and content. A large part of the existing CALL research is about how language learners interact with technology as well as how certain technologies can be used to support the teaching of certain types of content (e.g., vocabulary, grammar, listening, or writing). Relatively little is known about how teachers interact with technology. However it has become increasingly clear that teachers are key to the realization of its claimed educational potentials (Cuban, 1986; Zhao, 2001, 2002). They are the "gate-keepers " of technology, who not only determine whether it enters the classroom, but also affect how it is used in the classroom. If it is not allowed in the classroom or not used properly, it cannot have the opportunity to exercise its educational power. The realization of teachers ' critical role in effective uses of technology has led to a surge of interest in the relationship between the two (Zhao, in press; US Congress Office of Technology Assessment, 1995). In some countries, this
Source: Language learning & technology
DOI: 10.64152/10125/25168
Authors: Yong Zhao, Seppo Tella
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
Funder: Helsingin Yliopisto
OpenAlex ID: W2992576151