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Theory and Practice: Exploring an Evidence-Based CALL Teacher Development Framework

With the rapid change in technology, it is challenging for teachers to keep up and learn how to use each technology in their classrooms. The problem lies in the impracticality of sitting down and individually teaching teachers how to use every technology. However, a solution exists. My research proposes shifting the focus from the technology itself to how teachers learn about it. It identifies a design framework based on four research-based, effective elements (content authenticity, active learning, modeling, and ongoing learning). Following an exploratory case study involving 45 pre-service teachers, the study’s findings demonstrate that integrating these elements helps and supports the participants’ learning. This design framework could be employed or adapted when facilitating any teachers’ learning experiences to effectively support their learning.