Technology and language teacher education the changing scene
Download
1 / 30

Technology and language teacher education: the changing scene - PowerPoint PPT Presentation


  • 111 Views
  • Uploaded on

Technology and language teacher education: the changing scene. [email protected]

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Technology and language teacher education: the changing scene' - kylan-chan


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Technology and language teacher education the changing scene
Technology and language teacher education: the changing scene

[email protected]


Every student needs the ability to navigate through the 24/7 information flow that today connects the global community.  For students to thrive in a world enabled by information technology, we must give them the skills to make sense of and use the information that engulfs them. They need to know how to learn new skills as quickly as technology creates new challenges. 

http://www.nea.org/technology/index.html


The government is spending more than £1bn putting computers and internet connections into England's schools by 2002.

http://news.bbc.co.uk/1/hi/talking_point/forum/737533.stm


What has been the impact of technology on language learning? and internet connections into England's schools by 2002.


Salaberry, M. R. (2001) “The use of technology for second language learning and teaching: A retrospective.” MLJ, 85/1.

Audiovisual media – audio:

radio – 1934 for distance learning & 1972 for bringing in language from “all over the world”

Telephone – 1988“telephone assisted language programme”

phonograph – 1918 & 1921 for pronunciation and intonation


Salaberry, M. R. (2001) “The use of technology for second language learning and teaching: A retrospective.” MLJ, 85/1.

Audiovisual media – audiovisual:


What about computers? language learning and teaching: A retrospective.”


Bax, S. (2003) “CALL—past, present and future.” language learning and teaching: A retrospective.” System, 31.


Salaberry, M. R. (2001) “The use of technology for second language learning and teaching: A retrospective.” MLJ, 85/1.

  • Is increased technological sophistication correlated to increased effectiveness to achieve pedagogical objectives?

  • What technological attributes specific to new technologies can be profitably exploited for pedagogical purposes?

  • How can new technologies be successfully integrated into the curriculum?

  • Do new technologies provide for an efficient use of human and material resources?


1984 – I arrive at Manchester as a student language learning and teaching: A retrospective.”

1988 – Summer Schools and DL start (MEds)

1992 – MEd in Educational Technology and ELT begins

1996 – First fully online course

2005 – MA TESOL and Educational Technology and TESOL

http://www.education.manchester.ac.uk/


1988 language learning and teaching: A retrospective.” Educational technology for ELTVideo in language learningComputer Assisted Language LearningComputers and video as a resource

2006

Language learning and technologyMultimedia in language educationCourseware development in distributed learningTeaching and learning online


Slaouti, D. and Motteram, G. (2006) “Reconstructing practice: Language teacher education and ICT”. In a collection edited by Phil Hubbard and Mike Levy published by John Benjamins.

Narrative research

Aimed at capturing the experiences of teachers who have taken/ are taking our programme

Both face-to-face and distance

Both teachers from overseas as well UK teachers working in the UK, or overseas


Example student starting points practice: Language teacher education and ICT”. In a collection edited by Phil Hubbard and Mike Levy published by John Benjamins.:

Motivation (intrinsic and extrinsic):

I felt instinctively that the ELT sector would increasingly embrace technology and that this therefore, was a burgeoning sector, and one I wished to be involved in ... I was particularly pleased that there was a practical component to the course and that I would learn how to create my own educational software materials. [Scandinavia, 2002]

My authorities expected teachers to be able to exploit effectively the equipment being acquired at that time. [Mexico, 2003]

Desire for skills and knowledge development:

[I hoped] the programme would develop my knowledge and skills in this area, so that language learning would be a more “real-life” activity. [Greece, 2004]


What should the knowledge base consist of? How is this formulated in our MA programme?

Shulman (1986) established the following categories:

Content or subject knowledge

General pedagogic knowledge

Curriculum knowledge

Knowledge of learners

Knowledge of educational contexts

Knowledge of educational ends


  • Learning outcomes for Computers, Language and Context formulated in our MA programme?

  • Develop an ability to think critically about developments in the use of technology in the ELT field

  • Understand issues relating to effective use of technology in distributed learning

  • Understand the impact of technology on roles of teachers and learners in online and independent learning contexts

  • Identify teacher development needs with respect to technology in widening educational contexts

  • Have a general understanding of approaches to researching technology in context

Learning & Teaching Processes (to allow students to achieve intended outcomes)

Online input: distance learning and the impact of technology on flexible learning and implications for learner autonomy; the nature of teaching and learning online; the demands of changing technological horizons on teacher development; the nature of research into online learning.

Group problem solving; online discussion in synchronous and asynchronous tools; individual and group enquiry; reflective tasks; diaries/learning logs/BLOGs; data analysis using technologies e.g. concordancers

Assessment (of intended outcomes)

a) A reflective review of learner experiences over the module, analysing learning log and electronic discussions data gathered throughout the module

b) An in-depth critical review of an area of interest or of specific relevance to the student and consideration of implications for practice


Encouraging metacognitive processes formulated in our MA programme?

Through reflection, I had the opportunity to express my feelings, become aware of my teaching situation and its implementation into my teaching situation and thinking of the way to adapt it into my own teaching situation. My reflection as well as hearing from classmates on practice helped me a lot to change my way of thinking in a positive way and start to think more positively and more widely with confidence. [Greece, 2003]


Conscious articulation over time formulated in our MA programme?

I think this realization that I could have passed more of the learning responsibility over to the students, in part characterizes my thinking. A combination of course units, both technology-related and focussing on ELT made me reconsider the role I played as a teacher. When I was teaching, I didn’t consider my approach to be teacher centred; I prided myself on my limited ‘teacher talk time’. In retrospect, it probably was. My Presentation, Practice, Production approach didn’t provide students with sufficient opportunity to explore and discover aspects of language themselves. The knowledge gained in that first term gave me ideas as to how that might be done via technology and the scope it offers for more student centred learning. [UK, 2004]

…then I started seeing this programme differently. As I’ve previously mentioned, my goal was to learn how to incorporate technology into my teaching procedure but then, that changed. I was more interested to learn why I should use it, how to evaluate a piece of software, what my pupils can gain out of it. [Greece, 2004]


Assessment as a metacognitive process formulated in our MA programme?

As a graduate I am now the last to jump into any new fashionable technology before reflecting on the real possibilities it may have, and the impact it will have on my students. I think I gained that from the various assignments I had to deliver in which critical thinking and justification was required. [Oman, 2002]

Sometimes I felt that I was “lost”. In particular, when I had to decide upon the teaching-learning context in my assignments, the appropriacy of various applications and their rationale (for instance, choosing frameworks), it was very challenging. But, at the same time it was an intriguing experience. Although in some assignments I didn’t do very well, I learnt that by putting down my thoughts, some things became clearer. [Greece, 2004]


Some recently produced web materials formulated in our MA programme?

Pages introducing Interactive whiteboards

Listening materials

Reading materials

General language materials aimed at ESOL students in the UK

Moodle materials


New technologies on the block (Normalisation?) formulated in our MA programme?


Some examples of what we do: formulated in our MA programme?

https://blackboard.manchester.ac.uk/webct/entryPageIns.dowebct

http://web-1.humanities.manchester.ac.uk/mdl2/

http://blogs.humanities.manchester.ac.uk/mewssgjm/


Salaberry, M. R. (2001) “The use of technology for second language learning and teaching: A retrospective.” MLJ, 85/1.

  • Is increased technological sophistication correlated to increased effectiveness to achieve pedagogical objectives?

  • What technological attributes specific to new technologies can be profitably exploited for pedagogical purposes?

  • How can new technologies be successfully integrated into the curriculum?

  • Do new technologies provide for an efficient use of human and material resources?



ad