During the last few courses, several areas have been reviewed and considered for research. The main area I am focusing on at the moment is the area of ​​Computer Assisted Language Learning (CALL). Specifically, I am interested in the literacy development of second language learners. However, I am also aware that there is significant resistance from many teachers to integrating technology in its entirety and there is also resistance from parents. From the student's perspective, I think it depends on the age group and the influence of the teacher, but I haven't seen any research that actually supports this idea. It appears that research in this area would be challenging because it would require both a significant amount of time, but also funding and the availability of technology in schools to implement the research. If the research was based on teacher and parent attitudes, it could be conducted as a quantitative study using surveys, but I am not sure it would contribute to existing research. Furthermore, the only benefit I could see in this regard is that universities would create more specific instruction for prospective teachers. From some of the feedback I received from the previous course, I was advised to also look into the teacher and/or student staff area. Epistemology and conceptual change. This area is also very interesting and I would like to apply the conceptual shift to the area of ​​technology integration for literacy and language acquisition. This would be directly related to the ideas above. However, I'm not sure how this could be done. It should be quantitative research, probably based on questionnaires filled out by teachers and lecturers. If the research is based on literacy development with...... middle of paper...... ProQuest Dissertations and Theses, n/ UN. Retrieved from http://search.proquest.com/docview/577657169?accountid=28180Sternberg, B. J., Kaplan, K. A., & Borck, J. E. (2007). Improving adolescent literacy through integrating technology into the classroom. Reading Research Quarterly, 42(3), 416-420. doi:10.1598/RRQ.42.3.6.Swenson, J. (2006). Guest editorial: On technology and English education. Contemporary Issues in Technology and Teacher Education, 6(2), 163-173. Wolming, S., & Wikstrom, C. (2010). The concept of validity in theory and practice. Assessment in Education: Principles, Policy and Practice, 17(2), 117-132. doi:10.1080/09695941003693856 Wolpert-Gawron, H., (2011). Five reasons to integrate technology. Retrieved from http://www.edutopia.org/blog/ed-technology-benefits-heather-wolpert-gawron http://www.cal.org/resources/digest/0311leloup.html