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Does teachers' confidence with CALL equal innovative and integrated use?

机译：教师对CALL的信心是否等于创新和综合使用？

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This paper examines the relationship between confidence and CALL - specifically the use of audio and video technology among language teachers. Through logged usage of CALL, the authors tracked seven teachers at two large universities in the United States over a term. These teachers were also interviewed periodically in order to gain insight into their confidence with and use of CALL. Upon data analysis, the authors identified the teachers as less confident, contextually confident and highly confident. Highly confident teachers used technology less often with less integration than the contextually confident teachers. Less confident teachers integrated CALL only in prescribed ways. The authors conclude that CALL teacher preparation may benefit from a focus on developing contextualized confidence within certain teaching domains or types of technology rather than expecting teachers to develop a high level of confidence with technology across domains.
机译：本文研究了信心与CALL之间的关系-特别是语言教师中音频和视频技术的使用。通过对CALL的记录使用，作者跟踪了美国两所大型大学在整个学期中的七名教师。还定期采访了这些老师，以了解他们对CALL的信心和使用情况。通过数据分析，作者确定教师的信心较差，在上下文上的信任和高度自信。高度自信的老师比情境自信的老师更少地使用技术和更少的集成。不太自信的教师只能以规定的方式集成CALL。作者得出的结论是，CALL教师的准备可能会受益于专注于在某些教学领域或技术类型中发展情境化的信心，而不是期望教师对跨领域的技术发展出高度的信心。

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