It is now widely understood that teachers are the main decision makers in the
classroom, so when an innovation is introduced into a teaching and learning
setting it seems that teachers? beliefs and attitudes may be a major determinant in
the success or otherwise of that investment.
This case study examines the process of a Computer Assisted Language
Learning (CALL) application being introduced into a university setting. Bax
(2003) posited that a new technology is „normalised? when it is invisible and fully
integrated, just as pens and books have been, into everyday classroom use. To
gain further insights into the process of an innovatory CALL application moving
„towards normalisation? (Chambers & Bax 2006), the present study solicited
university teachers? opinions and impressions towards the innovation over a
period of five months.
The innovation is a software application developed in the Computer
Science Department at the University of Waikato
(http://flax.nzdl.org/greenstone3/flax). The Flexible Language Acquisition Device
(FLAX) uses digitalised libraries to provide language learning tasks for students,
both texts and tasks being written by teachers or more able students. The English
Department at the National University of Timor-Leste (UNTL) was the setting
selected for the study, as the researcher had spent fourteen months there as a
volunteer teacher in 2005-6. The case study is framed within a wider (2006-2011)
collaborative curriculum project between UNTL and the University of Waikato.
It was decided to collect oral, rather than written, data in order to align with the
oral traditions of Timor-Leste. Thus, oral reflective journals captured participants?
perceptions in audio-recorded discussions with a peer over three occasions. Focus
groups of participants reflected on key issues at entry and exit points, and the
researcher wrote her own daily reflective journal.
The findings showed that the participants moved from a position of
excitement tinged with concern to a position of confidence and readiness to
implement FLAX during the reseacher?s visit, indicating a positive move towards
normalisation. A powerful insight gained by the researcher was that teachers were
able to co-construct a range of ways of using the programme with their students iv
in terms of autonomous learning, peer scaffolding and the importance of the
affective domain in language learning. These findings reinforced the notion that
the introduction of technologies is a social construct, not just a technological one
(Bax, 2011). A further lens of investigation of the innovation was provided by
Activity Theory, (Engeström 1987), which showed that the process of curricular
normalisation is influenced by activity outside the classrom, and may strengthen
or reduce the object of activity, in this case improved learning outcomes.
The implications of the case study may have resonance in relatable
settings. It seems that encouraging a collaborative approach may enable teachers
to envision and ideate new ways to teach and learn, and incorporate new
technologies into their own settings. This study may also have implications for
external change agents as they contemplate assisting learning communities to
normalise curriculum innovation