Teknoloji takip edemeyeceğimiz bir hızda ilerlemeye devam ederken hükümetler eğitim kalitesini arttırmak amacıyla, teknolojinin eğitim öğretim faaliyetlerinin bir parçası olması için yatırımlar yapmaya yönelmektedirler. Ancak teknolojinin eğitim-öğretim faaliyetlerine olumlu katkılar yapabilmesi için hem teknolojinin hem pedagojinin hem de alan bilgisinin doğru bir biçimde harmanlanması gerekmektedir. Literatürde öğretmenlere sunulan hizmet içi eğitimlerin teknolojinin etkili bir şekilde kullanılması için yeterli olmadığı ve teknolojinin eğitim-öğretim faaliyetlerinde kullanımına yönelik eğitimlerin öğretmen yetiştirme programlarının bir parçası haline gelmesi gerektiği tartışılmaktadır. Bu kapsamda bu çalışmada lisans seviyesinde 22 üçüncü sınıf İngilizce öğretmen adayına bir yarıyıl boyunca verilmiş olan Bilgisayar Destekli Dil Öğretimi (BDDÖ) dersinin adaylar üzerindeki etkisi araştırılmıştır. Araştırmada niteliksel vaka çalışması yöntemi takip edilmiş ve isimsiz geri dönütler, alan notları ve öğrencilerin hazırlamış oldukları teknoloji destekli ders planları veri olarak toplanmıştır. Elde edilen sonuçlar İngilizce öğretmen adaylarının yarı yıl sonunda teknolojiyi eğitimsel amaçlarla kullanmaya yönelik öz-güvenlerinin ve öz-yeterliliklerinin artmış olduğunu ancak bir kaç istisna dışında pek çok ders planında teknoloji kullanımının bir eklenti (add-on) olmanın ötesine geçemediğini ortaya koymuştur. Bu durumun düzeltilebilmesi için teknoloji kullanımı konusunda öğretmen adaylarına verilen teorik ders sayısının azaltılması ve daha fazla pratik yapabilecekleri uygulamalı ders sayısının arttırılması sonucuna varılmıştır. Bu sonuçlar aynı zamanda teknoloji, pedagoji ve alan bilgisine harmanlamaya yönelik eğitimlerin öğretmen adayı yetiştirme programlarının bir parçası haline gelmesi gerektiğini savunan araştırmacıları destekler niteliktedir

While technology is moving at a pace that is difficult to catch on, governments are focusing on making investments on to include technology in the classrooms to be able to increase the quality of education they offer. However, in order for technology to be able to make an impact on the quality of education; both technology, pedagogy, and content should be taken into consideration. It is discussed in the literature that in-service training offered to teachers may not be enough for successful technology integration. Thus, such training should become an integral part of education offered during teacher education programmes. Within this context, this study investigated the perceived effects of a Computer Assisted Language Learning (CALL) module on 22 teacher candidates in their third year of studies. A qualitative case study was followed and the data included field notes during the term, anonymous course feedback at the end of the term, and technology enhanced lesson plans collected as final exams at the end of the term. Results suggested that teacher candidates’ self-confidence and selfefficacy in relation to using technology for teaching languages has increased. Nevertheless, with the exception of a few case, the use of technology reported in the technology enhanced lesson plans seemed to remain at a level that can be considered as add-on rather than integration. One way to overcome this issue might be to decrease the number of theoretical classes and increase the number of classes in which participants have hands-on experiences of using technology. The results also support discussions that training to mold technology, pedagogy, and content for a successful technology integration should start to be offered at undergraduate levels and become part of teacher education programmes.While technology is moving at a pace that is difficult to catch on, governments are focusing on making investments on to include technology in the classrooms to be able to increase the quality of education they offer. However, in order for technology to be able to make an impact on the quality of education; both technology, pedagogy, and content should be taken into consideration. It is discussed in the literature that in-service training offered to teachers may not be enough for successful technology integration. Thus, such training should become an integral part of education offered during teacher education programmes. This is especially important considering that every year thousands of new teachers graduate from their teacher preparation programs and become cogs of the educational system. Within this context, this study investigated the perceived effects of a Computer Assisted Language Learning (CALL) module offered at undergraduate level. In other words this study was guided by the following research question: What are the perceived effects of a CALL module on third year English as a foreign language (EFL) pre-service teachers? The participants were 22 EFL teacher candidates in their third year of studies at a public university located in central Anatolia. Since the author could not find a syllabus for a CALL module offered at undergraduate degree, he developed his own syllabus based on the technological pedagogical and content knowledge (TPACK) framework and a recent book by Farr and Murray (2016) titled “Routledge Handbook of Language Learning and technology”. A qualitative case study was followed to find the answer to the research question. The collected data sources were; field notes taken during the term by the lecturer (also the author of the present study), anonymous course feedback collected from students, and technology enhanced lesson plans collected as final exams at the end of the term. Thematic Analysis (TA) was applied to analyse the collected data since it allows flexibility while also providing an opportunity to offer a “thick description”. The analysis of the anonymous feedback suggested that EFL teacher candidates’ self-efficacy and self-confidence of using technology for teaching languages increased at the end of the term. Since researchers highlight that self-efficacy is a strong predictor of actual behaviour (see for example Tschannen-Moran & Hoy, 2001), it is deemed appropriate to reach the conclusion that the pre-service teachers participating in this study would utilize technology in their future roles. The 14-week long syllabus was divided into two sections; 1) theoretical lessons until Week 8 (the mid-term exam) and 2) practice lessons between week-9 and week15. Students perceived the theory-based lectures to be boring and expressed that they really liked experimenting with different technologies that they could use to teach languages. Teacher candidates found quite a few number of tools/applications/websites that they could use to teach vocabulary, grammar, speaking, listening, reading, and/or writing. Some of these tools/websites/applications included; www.esl-kids.com to teach vocabulary, www.englishgrammar.org and www.englishgrammarsecrets.com to teach grammar, Akin Dil’s words pro application and www.starfall.com for reading activities, websites such as National Geographic for extensive reading activities, www.storynory.com for writing activities, www.elllo.org and www.eslfast.com for listening and speaking activities. The students were able to find many applications that they can use to teach languages. However, the analysis of the technology enhanced lesson plans suggested that their use of technology remained at peripheral level as an “add-on” to teachers’ normal teaching practices rather than transforming them. Many of the candidates prepared lesson plans in which they mainly used technology to present information to learners rather than actively engaging the students in the learning process. There were, nevertheless, examples of technology use that were considered to transform the teaching activities. Some examples of these inculded; the use of technology to extend the borders of the classroom by using technology to give and receive homework through digital means, the use of technology to enable students play games and compete against each other, and the use of technology to actively engage students in completing dictation activities. All in all, these results suggest that CALL is perceived as a positive module that can help EFL teacher candidates integrate technology in their future positions. There is, however, a need to further develop the module to help future students better learn about how to integrate technology into their teaching in a way that would transform traditional teaching activities and make an impac. Initial steps to reach this aim include; 1) providing more hands on activities on technology tools rather than mainly theoretical lectures and 2) including the use of mobile technologies into the course syllabus. Like every other social sciences study, this study also has a number of limitations. First of all the results obtained from this study are not generalizable. Nevertheless, it is considered that a better understanding of how a CALL course is perceived by students is achived by the thick description provided. It is considered that more studies such as this one are undertaken in order to be able to understand what factors contribute towards better student perceptions and results