Preparing Pre-service Teachers to Integrate Technology into Language Classrooms

Abstract

This chapter explores the question of how teacher educators can prepare student language teachers to teach in digital classrooms. More specifically, it considers the following questions: (1) what makes an effective language teacher in a digital classroom? (2) how can teacher education prepare language teachers to effectively use ICT? We draw on our teaching and research experience in working with student teachers in preparing them to teach the English language in the digital classroom in Singapore. Data sources for this chapter include our course curriculum/syllabus and assessment materials; students’ reflections on educational policies on ICT (e.g. Ministry of Education master plans for ICT in education, Ministry of Education, Singapore [MOE], 2018); their reflections on a field trip to an innovative, ICT-saturated learning hub; their analysis and commentaries on selected research literature on ICT integration in schools and their reflections on the use of the Net Gen Learners’ Terrace, a new initiative of the National Institute of Education (2017) to support telecollaboration. Our work has developed the following principles. First, student language teachers need some knowledge of language learning and teaching, as a guide for their pedagogical decision-making. Second, they need first-hand experiences of reading and producing digital projects with a range of digital platforms. Third, they need opportunities to observe and reflect on innovative practices through field trips and through reading relevant research literature. Finally, they need sufficient knowledge about the school (local) contexts that may affect ICT integration in the classroom.