World language teacher education and Web-Enhanced Language Learning (WELL): 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. This study integrated quantitative and qualitative data in a convergent sequential design. Descriptive statistics and Pearson’s Chi Square goodness of fit tests were used to analyze the quantifiable responses on the survey and thematic coding was used for the open responses. Thematic coding and categorization were used to analyze the interview and observation data. 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 potential problems. Teachers applied their WELL teacher education by using TESOL (2008) defined effective practices in classroom. They used WELL technologies to provide individualized practice, increase student motivation, to engage students into language learning, and provide access to authentic resources. Although teachers learned to use WELL technologies in a variety of ways, they used effective practices to integrate what they had learned into the curriculum. 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. This study provided several implications for how teacher educators should conduct training activities, how teacher education programs can support pre-service teachers, and how school districts can support in-service teachers