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A situated learning framework evaluates teachers’ learning opportunities through interviews, observations, and analyzed classroom materials and websites. Evidence indicates that teachers rarely change pedagogy or curriculum to integrate technology, and key situated-learning elements are missing, aligning with deviations from CALL principles. 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Wesely1 and Elizabeth Plummer2  \nAbstract  \nThis study focuses on how Spanish teachers in four different rural US high schools use computer-assisted language learning (CALL) in their classrooms, and the nature of the relationship between their use of CALL and their experience of learning about CALL. A situated learning framework was used to evaluate the teachers’ learning opportunities in light of their CALL implementation. Teacher interviews, classroom observations, and class documents and websites suggested that the teachers rarely altered their pedagogy or their curriculum to integrate technology. Crucial elements of a situated learning environment were missing, and they corresponded to areas where teachers’ usage was not consistent with CALL principles. The study concludes with implications for practitioners, researchers, and theorists.  \nKeywords: secondary education; teacher education; 1:1 initiatives; situated learning; mixed methods  \nIn recent decades, educational technology has become an increasingly prominent component ofK–12 educational contexts in the United States. One important initiative implemented in many districts has served to accelerate this process: the establishment of one-to-one (1:1) programs where every student has a school-issued computing device. State-level 1:1 initiatives are being implemented across the country (Argueta, Huff, Tingen, & Corn, 2011). Research in 1:1 initiatives has shown that they have the potential to increase student  \nAffiliations  \n1College of Education, University of Iowa.  \n[email: pamela-wesely@uiowa.edu](email: pamela-wesely@uiowa.edu)  \n[2](2College of Education)[College of Education](2College of Education), [University of](University of) Iowa.  \n[email: elizabeth-aamodt@uiowa.edu](email: elizabeth-aamodt@uiowa.edu)  \ncalico journal vol 34.2 2017 178–195 [https://doi.org/10.1558/cj.26907](https://doi.org/10.1558/cj.26907)  \n©2017, equinox publishing   \nPamela M. Wesely and Elizabeth Plummer 179  \nengagement, technology skills, self-directed learning, and creativity (Lowther, Inan, Ross, & Strahl, 2012). Additionally, they have shown positive effects on teaching, including an increase in research-based teaching practices (Lowther et al., 2012). Research on 1:1 initiatives in foreign language (FL) classrooms has shown that implementation of such programs is significantly different from other disciplines (Inserra & Short, 2012). A recent review of CALL research in K–12 contexts by Ware and Hellmich (2014) did not mention 1:1 initiatives, although the review did identify several learning opportunities (e.g., interactive writing, multimodal tools) that are commonly facilitated by 1:1 initiatives. This area of research is still relatively small, and this study aims to fill that gap, with a particular emphasis on how in-service FL teachers learn about and implement computer-assisted language learning (CALL) in 1:1 classrooms.  \nTo date, research on how in-service FL teachers learn about CALL has generally focused on coursework, workshops, or projects for in-service teachers as a point of departure (Kessler, 2010) . Yet, when examined as a whole, the training of teachers in using these technologies has been shown to be inconsistent and highly variable across contexts (Hong, 2010; Hubbard, 2008; Hubbard & Levy, 2006) . That is, coursework and workshops are often not how in-service, experienced teachers learn about CALL; some studies have shown that they have largely learned informally and through participatory investigation (Hubbard & Levy, 2006; Kárpáti, 2009; Wesely, 2013) .  \nThe current study focuses on how four in-service teachers use CALL in rural US high school Spanish classrooms with 1:1 initiatives and the nature of the relationship between their use of CALL and how they experienced learning about CALL. This study examines the ","cbCaisuRnnrFDfVi","https://ap.wps.com/l/cbCaisuRnnrFDfVi","pdf",371279,18,"English","# Abstract\n## Study Focus and Research Approach\n## Background: CALL Training and Changing Technologies","[{\"question\":\"Which teachers and settings does the study investigate?\",\"answer\":\"The study focuses on Spanish teachers in four different rural US high schools implementing 1:1 computing initiatives.\"},{\"question\":\"How does the study evaluate teachers’ learning opportunities about CALL?\",\"answer\":\"It uses a situated learning framework and draws on teacher interviews, classroom observations, and examination of class documents and websites.\"},{\"question\":\"What do the findings suggest about how teachers integrate technology?\",\"answer\":\"Teachers rarely alter their pedagogy or curriculum to integrate technology, and crucial situated-learning elements are missing where CALL usage does not align with CALL principles.\"}]","Situated Learning for Foreign Language Teachers in One-to-One Computing Initiatives | PDF",1792081541,45]