Christopher L. Luke and Jody S.

Britten 253
CALICO Journal, 24 (2), p-p 253-267. 2007 CALICO Journal
The Expanding Role of Technology in
Foreign Language Teacher
Education Programs
CHRISTOPHER L. LUKE
Ball State University
JODY S. BRITTEN
Butler University
ABSTRACT
The advent of the technological era continues to impact foreign language educa-
tion in numerous ways. Current and future foreign language educators must learn
to effectively and meaningfully merge technology with instructional practices
and activities. This responsibility necessitates a thorough and realistic under-
standing of the various functions, uses, strengths, and limitations of technology
in education settings. A logical starting place for teachers to gain knowledge and
expertise with technology is teacher education programs at the college level. The
purposes of this article are (a) to highlight and explain some of the expanding
roles and affordances of technology in a collegiate foreign language education
program and (b) to encourage continued research and development of instruc-
tional technology in teacher education programs. Rather than focusing on one
particular class, this article illustrates how technology can be an integral and
cohesive programmatic component interwoven throughout teacher candidates
entire academic careers.
KEYWORDS
Teacher Education, Technology Integration in Preservice Programs, Digital Portfolios,
Professional Growth Plans
INTRODUCTION
The advent of the technological era has indelibly changed the face of education.
When appropriately applied in classrooms, technology affects how instruction is
delivered, how students access and process information, and how learning is as-
sessed (Otero et al., 2005). Less than a decade ago, Bush (1997) reviewed the then
current use of technology in foreign language education and stated convincingly,
Ready or not, it appears that technology will play an ever-increasing role in each
254 CALICO Journal, Vol. 24, No. 2
of our institutions. It therefore behooves foreign language education professionals
to better understand technology and its potential for foreign language learning
(p. xiv). Bush went on to suggest that the effects of technology would likely be
far reaching, noting that, there will be no aspect of foreign language learning
that will not be inuenced by the technological revolution (p. xiv). More re-
cently, Rilling, Dahlman, Dodson, Boyles, and Pazvant (2005) have stressed that,
as society transitions to a digital information age, increased computer training and
integration is needed in preservice teacher education programs to adequately and
appropriately prepare the teachers of tomorrow to use technology in their own
classrooms. This mounting concern with technology awareness and preparation
stems in part from numerous reports that many in-service teachers are unable or
underprepared to successfully integrate computer technology into existing cur-
ricula and instructional methods (Rilling et al., 2005; Schrum, 1999; Sprague,
Kopfman, & Dorsey, 1998).
For current and future foreign language educators to effectively and meaning-
fully merge technology with instructional practices and activities they must rst
become adept at using multiple technologies, while simultaneously developing a
realistic understanding of the various functions, uses, strengths, and limitations of
technology in education settings. A logical starting place for this instruction and
training is education programs at the college level. Accordingly, the purposes of
this article are (a) to highlight and explain some of the expanding roles and af-
fordances of technology in a collegiate foreign language education program and
(b) to encourage continued research and development of instructional technology
in teacher education programs. Rather than focusing on one particular class, the
article illustrates how technology can be an integral and cohesive programmatic
component interwoven throughout teacher candidates entire academic careers.
The program described below derives from a mid-major university in the Midwest
that has embedded the following technological components: a required laptop
initiative for all teaching majors, multiple methods courses that deal specically
with the integration of technology in foreign language classrooms, a longitudinal
digital portfolio that spans freshman to senior year, and a web-based professional
growth plan.
THE LAPTOP INITIATIVE
The role of computer technology in teacher education has yet to be well dened
with a proven method for successful integration. However, institutions that pre-
pare future teachers are continually developing ways in which computer tech-
nology is embedded into the process of becoming a teacher. These methods for
embedding computer technology are often times connected to the National Educa-
tional Technology Standards for Teachers (NETS-T; NETS Project, 2003). These
standards can be classied into six categories including (a) technology operations
and concepts, (b) planning and designing learning environments and experiences,
(c) teaching, learning, and the curriculum, (d) assessment and evaluation, (e) pro-
ductivity and professional tools, and (f) social, ethical and human issues (Roblyer,
Christopher L. Luke and Jody S. Britten 255
2003). While some programs focus on the integration of technology-enhanced
activities (i.e., productivity and professional tools such as PowerPoint or Quick-
Time), others focus on the integration of hardware (i.e., planning and designing
learning environments and experiences such as the inclusion of laptop computers,
portable hard drives, cameras, or other peripherals). Neither approach to integrat-
ing technology has been proven to be continually successful in preparing teachers
to use technology (Otero et al., 2005).
Over the past 10 years our university has focused efforts in teacher education
reform on ways to integrate technology to enhance teacher readiness and meet the
expectations of NETS-T. At present, all teacher education majors are required to
enter into the program with a specied laptop that includes high-end multimedia
applications. The laptop requirement stems from the ability of the faculty to pur-
posefully integrate technology into their coursework and facilitate the develop-
ment of dispositions that encourage technology integration in preservice teacher
candidates. At the very heart of the laptop requirement is the use of the laptop in
becoming a teacher and the intention to create more technologically sophisticated
classroom teachers.
At present, the laptop requirement has impacted over 1,700 preservice teach-
ers. While the requirement initially met with some resistance, recent student in-
terviews demonstrate that having access to technology has positively impacted
teacher candidates whole university experience, especially those experiences that
are tied to their development as future educators.
Being computer illiterate was never too much of a problem because it was a
choice I had made. I never wanted to use a computer when I felt that things
could be done the old-fashioned way. Now, I realize how imperative it is for
students to be able to use technology. As a teacher, I will need the skills to be
able to keep up a website for my students (Heather, Interview).
NCLB [No Child Left Behind] has dramatically changed the atmosphere,
and the focus on technology is greater than ever. I think it is great to have
been exposed to so much helpful information so early in the process (Alan,
Interview).
The laptop worried me at rst but now that I have seen how it can be used to
make learning interactive and keep the one-on-one student-teacher relation-
ship at the same time I am so glad that I decided to be a teacher education
major here. I am learning things that others might only dream of at this point
(Katelyn, Interview).
From these and many other student responses, it is evident that the presence and
integration of the laptop is changing the way students think about technology,
teaching, and teacher preparation.
TECHNOLOGY IN TEACHER EDUCATION COURSES
The professional education sequence for foreign language majors at our univer-
sity requires 39 credit hours (27 credits in education courses and 12 credits of stu-
256 CALICO Journal, Vol. 24, No. 2
dent teaching). Of the 27 credit hours, nine credits are mandated foreign language
methods courses. In the rst course, teacher candidates receive an introduction to
foreign language education at the secondary level. Students are expected to bring
their laptops to each class session in order to complete daily assignments, carry
out research and investigations on the Internet, and share information with others
in the class. In the introductory course students learn about the NETS-T tech-
nology standards, the Interstate New Teacher Assessment and Support Consor-
tium (INTASC) Principles (1992), the ACTFL Prociency Guidelines (American
Council on the Teaching of Foreign Languages, 1986, 1999), and state standards
for foreign language teachers and learners. Students also receive instruction in
basic webpage design, and they begin to develop their own digital teaching port-
folios.
The second required methods course focuses on instructional strategies, teach-
ing approaches, and materials development. In this course students explore some
of the possible ways that technology can be integrated into foreign language
classes, how technology can facilitate the contextualization of language (Shrum
& Glisan, 2005), and how technology can be used to meet state and national
standards for foreign language learning. During this course students substantively
revise and update their digital portfolios, demonstrating their growth and develop-
ment over time in terms of content knowledge and pedagogy.
The nal foreign language methods course covers the topics of assessment and
technology in foreign language education. Technology skills that are developed
in this class include designing web pages, managing digital audio and video, cre-
ating graphics, scanning, using digital cameras and digital camcorders, working
with software programs such as PowerPoint and Word, constructing web-based
lessons, and producing brief digital movies. As students develop their technology
skills, class discussions focus on integrating technology into foreign language
curricula in methodologically sound ways that will benet preK-12 language
learners. In these and other education courses instructors consistently model tech-
nology use and challenge teacher candidates to nd appropriate ways to use tech-
nology in their own future classes.
TECHNOLOGY SUPPORT FOR TEACHING MAJORS AT THE
UNIVERSITY
As pointed out by Hall and Elliot (2003) any postsecondary institution that choos-
es to embed technology into the student learning experience must have the infra-
structure to support that technology. At this university the infrastructure has been
critical to the success of technology integration. Included in the infrastructure are
(a) a laptop support center where students can bring their laptops for onsite ser-
vice or repairs, (b) a laptop users group that meets once per month to learn more
about new programs and how to apply those programs to learning and teaching,
(c) a digital portfolio lab that is staffed by graduate and undergraduate teacher
education students who hold workshops and provide one-on-one support to stu-
dents, (d) a faculty technology lab where faculty can enroll in workshops or one-
Christopher L. Luke and Jody S. Britten 257
on-one training sessions to learn how to use, apply, and integrate technology into
their current academic role, and (e) a web-based assessment system to support the
use of digital performance based artifacts.
The infrastructure, while costly, has demonstrated the commitment of the uni-
versity to prepare technologically literate professionals. With over 4,000 teacher
education majors on campus in a given year it is imperative that the entire univer-
sity culture be conducive to meeting technology needs. One aspect of technology
readiness has come in the form of a completely wireless campus where students
can literally be online anywhere-anytime and several digital video-editing labs
and resources to increase access to equipment and use of multidimensional digital
products to accomplish performance tasks. College deans and university level
administrators who continually demonstrate an administrative commitment to
technology use have largely supported this infrastructure.
DIGITAL PORTFOLIOS
Increasingly, both in-service and preservice teachers are required to demonstrate
their pedagogical and methodological competence through standards-based as-
sessments (NCATE, 2002). In many states, the expectations for novice teachers
are based on the INTASC Principles (1992) that specify the knowledge, perfor-
mances, and dispositions that beginning teachers should exhibit. As previously
mentioned, teachers are also expected to be familiar with and be able to effec-
tively incorporate educational technology into their classrooms (NETS-T). Digi-
tal portfolios provide a means for teacher candidates to simultaneously document
and display their growth and development in terms of content knowledge, in-
structional techniques, and instructional technology (Luke, 2005). Digital port-
folios provide a framework for organizing artifacts and other samples of student
work and allow candidates to reect on teaching and learning processes. Through
their digital portfolios, future teachers are able to strengthen connections between
theory and practice, demonstrate growth, and assume responsibility for learn-
ing through critical self-reection (Barton, 1993; Mullen, Britten, & McFadden,
2005). As demonstrated in the student reections below, teacher candidates are
able to critically reect on their abilities to meet the expectations of the INTASC
standards.
INTASC Standard 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful
for students.
Principle one to me is just common sense. I feel that a great teacher should
know what he/she is teaching. It is imperative that a teacher knows how stu-
dents learn, the content area they teach, and how their students learn. Prin-
ciple 1 to me is stating that we should make sure that educators know how
to do their job. Would you let a mechanic who does not know a tail pipe
from a transmission work on your car? The standard ensures that I am a true
professional and not an underpaid baby sitter. The standard ensures that my
258 CALICO Journal, Vol. 24, No. 2
students will receive the best possible education. I think that if a teacher can-
not master this principle than they should not be teaching. My concentration
area is Spanish. I know that I must continually learn more about the language,
culture, and people of the Hispanic World. I will do this by to continue to take
Spanish courses and to take advantage to practice my Spanish. I also will
travel to the Hispanic world to gain a better understanding of what it is really
like. During my third year I hope to study abroad in a Spanish speaking coun-
try. I also think that it would be benecial for me to spend part of my student
teaching in a Spanish-speaking nation (Alan, Digital Portfolio).
INTASC Standard 9: The teacher is a reective practitioner who continu-
ally evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community) and who actively
seeks out opportunities to grow professionally.
As a teacher, I will always be reevaluating my teaching style and myself.
Even if students are learning, there is always something to improve on. I do
not want to be the teacher who assigns the same projects every year; the one
who has the same posters on the wall even though they were made by new
students. I want things to stay fresh and new . I want to be creative as a
teacher and make up new assignments every year, improving old ones, or
completely coming up with something new if students did not respond well.
I think it is important to listen to student feedback. They are the ones that
are suppose to be learning, and they are the only ones that truly know if they
learned or not. Either way, if the student learned the material or not, they usu-
ally know why and will speak up if given the opportunity. I want them to help
me become a better teacher.
I also hope to improve as a teacher by observing more experienced teachers.
For the most part, they will know what works well with students and what
does not . Being willing to accept help can make my future job much
easier and much more successful. (Katelyn, Digital Portfolio)
With talk of technology (and portfolios) permeating all educational levels, an
added benet of digital portfolios (as opposed to traditional paper portfolios) is
that they enable teacher candidates to learn how to use technology and also how
to teach with technology (Mullen et al., 2005). Hawisher and Selfe (1997) stress
that digital portfolios, provide a new kind of space for intellectual work and op-
portunities to connect and represent that intellectual work in new ways (p. 306).
The digital portfolios developed by preservice foreign language teachers enable
them to display language, teaching, and technology skills in a dynamic, portable,
multimedia environment that is accessible online from across the world.
Foreign language teaching majors at our university have been constructing
digital portfolios for almost 3 years now. Although students have more or less
autonomous control over their portfolios, there are a number of mandatory com-
mon components that must be included. Candidates are required to include their
rsum, a personal teaching philosophy, a resource page that contains links to
Christopher L. Luke and Jody S. Britten 259
other benecial foreign language websites, sample lesson plans, academic content
standards, and reections, artifacts, and rationales for each of the INTASC Prin-
ciples (see Figures 1, 2, 3, and 4).
Figure 1
Sample Portfolio Main Page
Figure 2
Sample Portfolio Teaching Philosophy
260 CALICO Journal, Vol. 24, No. 2
Figure 3
Sample Portfolio INTASC Page
Figure 4
Sample Portfolio INTASC Reection
The multimedia capabilities of computers and the Internet enable foreign lan-
guage teacher candidates to incorporate presentations on language and culture,
digital video of their teaching experiences, and digital audio that contains samples
of their speech in their target language (Luke, 2005). Since the university is a
wireless campus, students are able to quickly and easily update their portfolios in
and out of class. As one student reported,
Christopher L. Luke and Jody S. Britten 261
I can work on my portfolio anytime, anywhere. To me, it is important that I
try to make my portfolio part of my day. I look at it, make changes, learn how
to do something new, and I do all of this without even really sitting down to
work on it. I would have never suspected it, but now my portfolio is just part
of my day (Jared, Interview).
With the shift to a digital portfolio requirement, research is now underway to
investigate the impact of the digital portfolio initiative on students and faculty
members, and preliminary results from foreign language teaching majors indicate
positive evaluations of it. Over the course of the 2003-2004 academic year, 21
students with declared foreign language teaching majors (primarily freshman and
sophomores) began developing their digital portfolios. Near the end of each se-
mester students completed an anonymous survey dealing with their perceptions of
and reactions to the digital portfolio project (N = 17). The survey was divided into
the following ve areas: (a) technology, (b) teacher education, (c) professional
development, (d) career opportunities, and (e) personal reactions and benets (for
additional results see Luke, 2005). The items were rated on the following Likert
scale: (5) = strongly agree, (4) = agree, (3) = neither agree nor disagree, (2) =
disagree, and (1) = strongly disagree.
The item that resulted in the highest mean (M = 4.59), was the rst item in
the technology section where 12 respondents strongly agreed that developing
digital portfolios helped to increase their general technology skills. Students also
indicated that working on the digital portfolios had helped them become more
comfortable with computer technology in general (M = 4.12). Interestingly, while
respondents claimed that they would feel comfortable designing a web page for
their future students (M = 4.12), the intention to actually create a website was
noticeably lower (M = 3.59).
On the next section of the survey, participants were asked to rate the over-
all importance of the portfolio initiative in the teacher education program and to
evaluate the knowledge, skills, and abilities that could possibly be demonstrated
through portfolios. Ten of the 17 respondents agreed that developing a digital
portfolio is an important part of a teacher education program (1 strongly agreed,
4 were neutral, and 2 disagreed). In terms of what students felt they could dem-
onstrate through their portfolios, knowledge of teaching principles and standards
(the INTASC Principles) had the highest mean (M = 4.24), followed by skills and
abilities as a teacher (M = 3.94), and then by knowledge of the content area (M
= 3.71). There are a number of plausible reasons why the mean for knowledge
of the content area is lower. First, at this stage of candidates academic careers
content area faculty have less involvement with the digital portfolio project than
do education faculty. Second, very few content area faculty actually assess the
digital portfolios. Third, the majority of the students who completed the survey
are freshman and sophomores who may be focusing on introductory education
courses and core curriculum rather than content area classes. Whatever the rea-
son, the apparent disengagement between the content area faculty, the students,
and the education faculty is an area that merits attention. As an overall evaluation
262 CALICO Journal, Vol. 24, No. 2
of the digital portfolio requirement, 16 of 17 candidates either agreed or strongly
agreed that working on the digital portfolios had helped them in their preparation
to become a foreign language teacher (M = 4.12).
PROFESSIONAL GROWTH PLAN
Professional development in the eld of education is dened as those activi-
ties that enhance professional career growth (Educational Resources Information
Center, 2003). For in-service foreign language teachers, professional development
activities might include the traditional in-service day, course work, curriculum
development, study groups and other types of coaching, mentoring, or extended
learning. However, the educational community is continually forced to widen
their perceptions of what qualies as professional development.
Michael Fullan (1994), a national leader in the area of meaningful change in
schools, considers professional development to be both formal and informal ex-
periences that span from the preservice experiences of teachers up through the
retirement phase of their careers. In tandem with a developing understanding of
what works and what does not work with professional development for teachers,
there is rapidly increasing access to and interaction with technology. As new ideas
for organizing and delivering professional development to teachers expand, two
primary themes underlying changes in the way we think about professional devel-
opment have emerged: (a) a focus on the application of professional development
to improve student leaning and (b) the tailoring of professional development to
meet individual or localized needs (Darling-Hammond & McLaughlin, 1995).
The use of digital professional development environments allows both of these
changes to occur expediently and effectively.
In the context of teacher education, issues facing new teachers include knowing
about, experiencing, and being able to navigate systems of professional develop-
ment to improve student learning and teacher performance (National Commission
on Teaching and Americas Future, 1996). If no change takes place in teacher
education, we will continue to prepare teachers who are unversed in the reasons
for or the means of gaining professional development. In order to establish a start-
ing point for preservice teachers and provide access to information critical to the
success of teachers in the classroom, our institution has established a web-based
Professional Growth Plan (PGP) in teacher education.
PGPs surfaced in preK-12 education in the last decade as a means for classroom
teachers to develop and plan individual goals through professional development
opportunities available through the school system. These plans have taken on var-
ious forms, however the general plan includes strengths, weaknesses, interests,
goals, and student needs. In preK-12 education, PGPs for classroom teachers are
generally revisited once per year and are used to identify areas of need for the
district. Traditionally, the majority of PGP components have involved local, face-
to-face interactions that were dictated by pragmatic concerns and limited nancial
resources. Technological advances, though, now allow for multiple and varied
growth opportunities through options such as distance education, audio and video
conferencing, asynchronous and synchronous communications, debates, and dis-
Christopher L. Luke and Jody S. Britten 263
cussions, and the delivery of content, materials, and activities through web-based
systems. Teachers concerned with professional growth can access online seminars,
attend digital conferences, participate in threaded discussions with colleagues and
experts, stream audio and video regarding current research ndings, and complete
self-contained growth modules available via the Internet. In most instances, these
activities can be accomplished on a computer at the school or at home.
Without question, teachers must continue learning from lessons presented with-
in the classroom and from outside agents who have access to timely and essential
knowledge tied to student achievement, school reform, policy implementation,
and other factors inuencing the world of education (Britten & Weaver, 2004).
The PGP system at our institution has been designed to provide preservice teach-
ers with experiences in both online and in-person professional development and
planning for professional growth based on their individual needs. It is the goal
of the faculty in teacher education to improve student knowledge of professional
development and simultaneously target areas of need.
To begin our efforts in providing professional growth opportunities to stu-
dents we have targeted specic knowledge sets in foreign language education
that translate into the betterment of all classroom teachers and preK-12 learning
environments. These critical areas include the use of reading strategies to assist in
meaningful instruction, attention to the unique needs of students with disabilities,
and the interrelatedness of language, culture, and stereotypes (see Figure 5 for
a sample module). These critical areas have been chosen, among other reasons,
due to the current research in the area of teacher effectiveness and the importance
of understanding others in terms of language and cultural heritage. Once learn-
ers successfully complete modules, the PGP system seamlessly communicates
with the Degree Analysis Progress Report (DAPR) and ofcial transcripts through
digital systems integration to update the necessary records.
Figure 5
Professional Growth Plan Module
264 CALICO Journal, Vol. 24, No. 2
Because research in these two critical areas suggests that the teachers knowl-
edge and continued learning support essential changes in the classroom, it is an-
ticipated that by providing preservice teachers structured access to this informa-
tion we can support change, better prepare our students to be successful in their
classroom teaching, and ultimately assist in providing a better education for preK-
12 students.
The PGP system at our institution is founded on the belief that there is a role for
technology in training teachers in both preservice and in-service venues. The PGP
system is designed to create additional learning opportunities so that if candidates
are interested in further learning they can gain credit for those efforts and have
access to digital materials designed with the expertise of the faculty. While we
continue to learn more about how preservice teachers interact with digital profes-
sional development, it is our hope that our system can persistently strive to better
meet the needs of the continually changing foreign language classroom.
DIRECTIONS FOR FURTHER RESEARCH AND DEVELOPMENT
In spite of the progress that has been made, it is safe to say that what we know
about successfully and meaningfully integrating technology into teacher educa-
tion programs and also into preK-12 settings pales in comparison to what we do
not know. Hammadou Sullivan (2004) emphasizes that there are still important
avenues of research involving digital teaching portfolios. The same holds true
for other technology components and initiatives. A few of the many potential re-
search questions are: do laptop requirements actually produce teachers who are
more technology savvy? how can technology skills at the university be transferred
into eld experiences, student teaching, and eventually in-service teaching? what
types of artifacts do students include in their portfolios? what types of artifacts
best illustrate growth and development? are digital professional growth systems
feasible and effective in fostering growth and development? do teacher candidates
actually use technology when they have their own classes? do they continue to de-
velop technology skills? and in what other ways can technology be incorporated
into preservice teacher programs to benet the teacher candidates as well as their
future students?
CONCLUSION
The challenge of effectively integrating technology into preK-12 foreign lan-
guage classrooms begins with successfully integrating technology into teacher
education programs. Instruction regarding the types of technology available, pos-
sible implementations, and appropriate uses must be infused throughout entire
academic programs. Teacher candidates must be taught to use technology, but
they must also experience successful and meaningful technology integration in
their own lives and in their own classes at the university. If future teachers are
expected to integrate technology into their classes in appropriate and effective
ways, they should expect the same from university professors and teacher educa-
tion programs. In this article we have attempted to outline one program where
technology is being integrated with instruction in a holistic way.
Christopher L. Luke and Jody S. Britten 265
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Sprague, D., Kopfman, K., & Dorsey, S. (1998). Faculty development in the integration
of technology in teacher education courses. Journal of Computing in Teacher
Education, 14 (2), 24-28.
Wright, W. A., Knight, P. T., & Pomerleau, N. (1999). Portfolio people: Teaching and learn-
ing dossiers and the future of higher education. Innovative Higher Education, 24
(2), 89-102.
AUTHORS BIODATA
Christopher Luke is an Assistant Professor of Foreign Language Education at Ball
State University. He holds a Ph.D. in Foreign Language Education from the Uni-
versity of Texas at Austin and a Master of Second Language Teaching from Utah
State University. Chris has worked as a classroom teacher, student teacher super-
visor, and professor. He currently teaches courses in foreign language pedagogy
and methodology, assessment and technology, and Spanish. His research interests
include technology and foreign language education and the training of preservice
language teachers.
Jody Britten completed her undergraduate studies at the University of Nebraska
at Lincoln and her M.Ed. and Ph.D. work at the University of Kansas at Law-
rence. She is an Assistant Professor in the Department of Educational Studies at
Butler University. She has worked as a classroom teacher, curriculum designer,
instructional consultant, trainer, and professor. Jody currently teaches courses in
Christopher L. Luke and Jody S. Britten 267
pedagogy and learning theory with a focus on technology integration at Butler
University. Her research interests include technology and collaboration in teacher
education and P-12 classrooms.
AUTHORS ADDRESSES
Christopher L. Luke, Ph.D.
Assistant Professor of Foreign Language Education
Department of Modern Languages and Classics
Ball State University
2000 University Avenue
Muncie, IN 47306
Phone: 765 285 2445
Email: clluke@bsu.edu
Dr. Jody S. Britten
College of Education
Butler University
4600 Sunset Avenue
Indianapolis, IN 46208-3485
Phone: 317 940 6462
Email: jbritten@butler.edu




268 CALICO Journal, Vol. 24, No. 2
CALICO 07
May 22-26, 2007
Texas State University
San Marcos, Texas
Tuesday-Wednesday May 22-23 Preconference workshops
Thursday-Saturday May 24-26 Plenary sessions, Presentations, Ex-
hibits, Luncheon, Courseware Show-
case, SIG Meetings, Banquet
Register online at
calico.org/conference
Early (before March 23) with luncheon & banquet no luncheon or banquet
Member $220 $195
Nonmember $250 $225
Conference plus membership $285 $260
Regular (after March 23)
Member $245 $220
Nonmember $275 $250
Conference plus membership $310 $285
On site
Member $270 $245
Nonmember $300 $275
Conference plus membership $335 $310
A number of hotels/motels are available in the San Marcos area, and less expensive on-
campus housing will be available for the conference through the conference registration
form. We recommend using Expedia and other online services to nd good room rates for
San Marcos area hotels/motels. For more informationon both hotels/motels and on-campus
housing, see the conference web site at calico.org/conference.
CALICO
Phone: 512 245 1417 Fax: 512 245 9089
Email: info@calico.org Web: calico.org
CALICO CALICO