TABLE OF CONTENTS

ABSTRACT

ACKNOWLEDGMENTS

LIST OF TABLES

CHAPTER 1

STRANGE NEW WORLDS:  INTRODUCTION

• 1.1      Introduction

• 1.2      New Landscapes for Learning

• 1.3      Strange New Worlds

• 1.4      Familiar Worlds

• 1.5      The Map is not the Territory

• 1.6      Research Questions

• 1.7      Methodology:  Overview

• 1.8      Rationale for the Study

• 1.9      Significance of the Study

• 1.10    Limitations of the Study

• 1.11    Definitions and Clarification of Terms

• 1.12    Overview of the Study

• 1.13    Conclusion

CHAPTER 2

LANDSCAPES FOR LEARNING:
CONCEPTUAL AND HISTORICAL FRAMEWORK

• 2.1       Introduction
• 2.2       The Evolution of Second- and Foreign- Language Teaching
              2.2.1    Introduction
              2.2.2    The 19th Century
              2.2.3    The Early 20th Century
              2.2.4    The Middle of the 20th Century
              2.2.5    The Seventies and Eighties
              2.2.6    A New Era of Language Learning
• 2.3       The Evolution of Use of Technology in Second-Language Teaching
              2.3.1    Introduction
              2.3.2    The Language Laboratory
              2.3.3    Behavioristic CALL
              2.3.4    Communicative CALL
              2.3.5    Technology-Enhanced Language Learning
• 2.4       The Vision of Language Learning in the 21st Century
• 2.5       Conclusion

CHAPTER 3

THE HEART OF TEACHING:
REVIEW OF THE LITERATURE

• 3.1        Introduction
• 3.2        The Nature of Beliefs
• 3.3        Beliefs and Change
• 3.4        Beliefs about Teaching and Learning
• 3.5        Beliefs about Technology in Teaching and Learning
• 3.6        Beliefs about Language Learning
• 3.7        The Contribution of this Study
• 3.8        Conclusion

CHAPTER 4

MAKING SENSE OF A TEACHER'S COMPLEX WORLD:
METHODOLOGY

• 4.1        Introduction
• 4.2        Multiple Worlds:  Research Paradigm
• 4.3        Hidden Worlds:  Challenges Related to Investigating Beliefs
• 4.4        Overview of Data Collection
• 4.5        Discussion List:  Multilogue and Dialogue
               4.5.1    Definition and Characteristics
               4.5.2    Procedure
               4.5.3    Participants
               4.5.4    Dialogues
• 4.6        Questionnaire:  Monologue and Dialogue
                4.6.1    Design
                4.6.2    Procedure
                4.6.3    Participants
                4.6.4    Dialogues
• 4.7         Data Analysis, Coding and Categorization
• 4.8         Data Reporting
• 4.9         Conclusion

CHAPTER 5

LANDSCAPES WITHOUT BEARINGS:
PRESENTATION OF THE FINDINGS

• 5.1         Introduction
• 5.2         Beliefs Related to the Advantages to use of  OLEs
                5.2.1     Resources and Information
                5.2.2     Communication and Collaboration
                5.2.3     Real-World Learning
                5.2.4     Motivation
                5.2.5     Learning
                5.2.6     Teaching
                5.2.7     Summary
• 5.3         Beliefs Related to the Challenges to use of  OLEs
                5.3.1     Time and the Curriculum
                5.3.2     Training, Support and Vision
                5.3.3     Access and Equipment
                5.3.4     Control and Monitoring
                5.3.5     Students
                5.3.6     Online Learning Environments
                5.3.7     Summary
• 5.4         Conclusion

CHAPTER 6

BRAVE NEW WORLDS, STRANGE NEW WORLDS:
INTERPRETATION OF THE FINDINGS

• 6.1         Introduction
• 6.2         Beliefs Related to the Advantages to use of  OLEs
                6.2.1    Resources and Information
                6.2.2    Communication and Collaboration
                6.2.3    Real-World Learning
                6.2.4    Motivation
                6.2.5    Learning
                6.2.6    Teaching
                6.2.7    Summary
•  6.3       Beliefs Related to the Challenges to use of  OLEs
               6.3.1      Time and the Curriculum
               6.3.2      Training, Support and Vision
               6.3.3      Access and Equipment
               6.3.4      Control and Monitoring
               6.3.5      Students
               6.3.6      Online Learning Environments
               6.3.7      Summary
• 6.4        Conclusion

CHAPTER 7

THE TEACHER AS EXPLORER:  CONCLUSION

• 7.1        Introduction
• 7.2        Conclusions
               7.2.1      Converging Beliefs
               7.2.2      Beliefs and Challenges
               7.2.3      Beliefs and Compatibility
               7.2.4      Conflicting Beliefs
               7.2.5      Changing Beliefs
• 7.3        Methodological Considerations
• 7.4        Recommendations for Educational Practice
• 7.5        Recommendations for Educational Research
               and Development
• 7.6        Conclusion

APPENDICES

A:        Summary of Research Methods
B:        Invitation to Participate in Credo and  Creo
C:        Two Examples of Discussion List Postings by Participants
D:        Example of a Discussion List Postings by the Researcher
E:        Initial Credo Message
F:        Credo Welcome Message
G:        Permission Form
H:        Discussion List Guidelines
I:         Introduction Template
J:         Sample Dialogue Questions for Discussion List Participants
K:        Invitation to Participate in Dialogues
L:        Example
M:       Individualized Numerical Summary of Participants'  Multilogue/
           Dialogue Postings
N:       Numerical Comparison of Multilogue/Dialogue Postings
O:       Mail-out Questionnaire
P:        Follow-up Letter
Q:       Second Follow-up Letter
R:        Map of the Ten School Districts of Newfoundland and Labrador
S:        Request for Participants Sent to French Program Specialists

REFERENCES