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  1. Attitudes to technology Janaina Cardoso APLIERJ / UERJ/ Celing

  2. Attitudes to Technology • Introduction • Generation Y • Hadfield’s pyramid • Attitudes to technology

  3. Cacique Almir, Paiter-Suruítribe, Rondonia Almir Suruí: Electedoneofthemostcreativeleaders in the business world bytheAmerican magazine "FastCompany, he uses/prescribestechnology to preserve traditions

  4. Introduction

  5. Generations (Reilly 2012:03)

  6. Gen Y characteristics • tech-savvy • balances personal and work lives • kinesthetic and visual • feedback-dependent • predilection for entertainment and games • redefine respect • seek a purpose and a passion • read less and less well • Gen Y and academic dishonesty

  7. Generation Y

  8. Hadfields’ reversedpyramid (Harmer 2007:175)

  9. Hadfields’ reversedpyramid (Harmer 2007:175)

  10. ‘Otherwayup’ resources pyramid (Harmer 2007:176)

  11. ‘Otherwayup’ resources pyramid (Harmer 2007:176)

  12. Attitude to technology Using computers isn’t interactive. My students could do computer work at home. I can never get into the computer room in class time – it’s always being used. 2 My students know so much more about computers than I do. 1 I don’t know anything about technology! 4 3 I don’t like them, so I don’t see why I should use them in the classroom, 5 6 Why use computers anyway? We’ve got a perfectly good coursebook. I’d like to use computers more, but preparing materials is so time consuming. 7

  13. Technological awareness process

  14. Learners profile: now and then PAST NOWADAYS More familiarity with technology Addicted to technology, esp. social networking Access to internet on the phone all the time Read less and don’t worry about what other people will think about their posts Think more about themselves Very creative and fun Lack of methodology awareness • Lack of familiarity with technology • More negative attitude towards technology • Little access to the Internet • Lack of modern technology at work • Used to read more • Methodology awareness • Wish for a less traditional education

  15. TheCourse: nowandthen PAST NOWADAYS Methodology awareness Rethinking the use of technology – adapting it to language teaching Technology without methodology doesn’t work. Technology is just a tool. Main aim: How to apply their technology skills to their teaching reality • Introducing modern technologies • Thinking their possible use in the classroom • Technology as a useful tool • Main aim: Change of attitude towards technology

  16. Findings • Younger teachers have more access to technology than they used to. • However, they have less methodology awareness. • The need for more training and development course.

  17. Findings • There may be a generation gap between teachers working in the same institution. • There may also be a greater gap between coordinators and the new generation of teachers. • More study to understand this new generation as workforce.

  18. The future is now! • Can we still consider the idea of “future” in relation to “modernity”? • Nothing surprises us. What can be considered modern?

  19. 5 WAYS TO ATTRACT GEN Y TO YOUR WORKPLACE • Offer flexibility. • Use technology and social media as recruiting tool. • Write great job descriptions to find your best fit. • Develop onboarding programs. • Be their mentor. (Huhman,Heather 2010)

  20. HomeworkReflection • How does this may affect the teaching and learning process? How do you cope with this new reality? • What about dealing with the “brand-new” Generation Z? What is the next after Z? • Does the difference between the generations take into consideration teachers’ and learners’ individual learning styles? • Is there a need to develop different learning strategies depending on the generation? • What is the role of the teacher/developer in this new scenario?

  21. Reference • Beson, Phil & Voller, Peter (eds.) (1997). Autonomy & independence in language learning. New York: Addison Wesley Longman. • Cardoso, Janaina (2010). Tecnologia como uma ferramenta poderosa no aprendizado de idiomas. In Possas, Sandra (org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond. • Cardoso, Janaina (2005). As Estratégias de aprendizagem: eficácia e autonomia na compreensão oral. Niterói: UFF. (DoctorateThesis) • Dam, Leni (2003). Developing learner autonomy: the teacher’s responsibility. In Little, D. Ridley, J. & Ushioda, E. (eds.). Learner Autonomy in the Foreign Language Classroom. Dublin: Authentik. • D’Elboux, Yannik (2010). Aprendizadona era digital. In ProfissãoMestre. Ano 11, nº 130 (pp. 15-19) • Dudeney, G. &Hockly, N. (2007). How to teach English with technology. Harlow: Pearson Longman. • Frei, S., Gammill, A. & Irons, S. (2007). Integrating technology into the curriculum. Huntington Beach: Shell Education • Freire, Paulo (1998). Pedagogia da autonomia. SP: Paz e Terra. • Freitas, Adriano & Leite, Lígia (2011). Com giz e laptop. Rio de Janeiro: Wak Editora. • Harmer, Jeremy (2007). ThePracticeofEnglishlanguageteaching. Harlow: Pearson Longman. • Huhman, Heather (2010). 5 Ways to attractgeneration Y to your workplace. SEP 29, ’10 8:30 AM • Lewis, Gordon (2009). Bringing technology into the classroom. Oxford: OUP.

  22. Moran, J. M. (2004). Proposta de mudança nos cursos presenciais com a educação on-line. • Negreiros, T. C. (1999). Novas dimensões da organização: autonomia e afiliação. Programa de Desenvolvimento de Quadro Diretivos. RJ: Senac DN. • Prado, M.E.B. & Almeida, M.E.B. (2009). Criando situações de aprendizagem colaborativa. In Valente, Prado e Almeida (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp. 195-204) • Reilly, Peter (2012). Understanding and teaching generation Y. English Teaching Forum. Number 1 2012. • Santos, R & Sobrinho, J.C. (2009). Computers and the use of English as a foreign language: access to the diversity of textual genres and language skills. In Tatnall, A. & Jones, A. (2009). Education and technology for a better world. Melbourne: Springer. (pp. 401-416) • Scharle, Ágota & Szabó Anita (2000). Learner autonomy: a guide to developing learner responsibility. Cambridge: CUP. • Silva, Luciana (2010). O uso de tecnologias digitais nas aulas de inglês: um relato de uma experiência. In Possas, Sandra (org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond.. • Sokolik, Maggie (2001). Computers in languageteaching. In Celce-Murcia, Marianne (ed.) TeachingEnglish as a secondorforeignlanguage. Boston: HeinleCengageLearning. • Valente, J. A. (2009). Curso em especialização em desenvolvimento de projetos pedagógicos com o uso das novas teconologias: descrição e fundamentos. In Valente, Prado e Almeida (orgs) (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp. 23-55) • Ur, Penny. (1996). A Course in language teaching.Cambridge: CUP.