TRANSCRIPT: HOW K-12 WORLD LANGUAGE TEACHERS LEARN TO EFFECTIVELY USE WELL TECHNOLOGIES IN THE CLASSROOM

The purpose of this mixed methods study was to find out the ways in which web enhanced language learning (WELL) technologies are learned that make them more likely to be effectively integrated into the K-12 classroom. Specifically, the study investigated characteristics of WELL teacher training that translate to effective classroom implementation. The theoretical and conceptual frameworks used were Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) and the Teachers of English as a Second Language (TESOL) Technology Standards (2008). Both quantitative and qualitative data were gathered from surveys, interviews, and observations of K-12 world language teachers in North Carolina. The findings of the study revealed teachers mostly learned to use WELL technologies by themselves, with colleagues, through teacher education activities and through online sources. Additionally, they stated that effective WELL teacher education activities are interactive, allow for practice time and help teachers preemptively troubleshoot problems. Teachers applied their WELL teacher education by using TESOL (2008) defined effective practices in the classroom. They used WELL technologies to provide individualized practice, increase student motivation, to engage students into language learning, and provide access to authentic resources. Nonetheless, they still desired increased access to more effective teacher education activities that could aid them in continuing to be knowledgeable practitioners of technology in world language classrooms.