TEXTO IV

CHALLENGES IN TEACHER TECHNOLOGY PREPARATION

Unfortunately, teacher preparation for technology use in language education has faced many challenges: it is still often neglected completely or focused on learning to use existing technologies rather than looking forward to the ways in which cutting-edge technologies can enhance or revolutionize teaching and learning. With the many demands of language teacher preparation, technology use is often sacrificed but is becoming increasingly important across the spectrum of language teacher preparation. The literacy practices associated with these emerging domains are likelyto be unique from established practices invarious ways. This is an important consideration regarding teacher preparation. Guikema and Menke (2014) discussed the importance of incorporating current and emerging forms of digital literacy in teacher preparation. There are many other aspects of teacher preparation impacted by these developments. Many researchers have observed an appreciation for the importance of using technology in teaching (Hlas, Conroy, & Hildebrandt, 2017; Kessler, 2006). However, there has long been a reluctanceto usetechnology for language teaching even when teachers have received preparation. Researchers have observed that the preparation that teachers receive is often inadeq uate, inappropr iate, irrelevant, or outdated (Kessler, 2010 ; Williams, Abraham, & Bostelmann, 2014). There have been numerous suggestions for howto address this disconnect, but the challenge persists.

_{Adaptado de: KESSLER, G. Technology andlhe future of language teaching. Foreign Language Annals. 2018; 1-14.}