ICT in teacher education

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ICT in teacher education

• What can be achieved by using ICT?

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• developing ICT skills
• implementing aspects of autonomous learning
• individual learning adaptation to needs
• group learning socialisation
• developing cultural awareness
• developing reflection through writing and
  discussion
• improving communication between students
• improving communication between
  students-tutors/lecturers
• bridging gaps between mentors in schools
  teacher trainees educational institution

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Intercultural awareness I
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• Aims
• Experiencing the close link between culture and
  language
• Visualising stereotypes
• Discussing stereotyped views
• Develop intercultural awareness on the basis of
  reflection

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Has you attitude towards any aspect of British
culture changed since you arrived? I actually
have to say that I think I am more critical now.
I cant point out how. I think it is not so much
because of my experiences here. It has more to do
with that my expectations and opinions of the
British and England were too high, since this was
a dream come true for me. I was very positive
towards Britain and the British before I came
here, but Im not anymore. I think they are very
unhealthy, prude and rude in a polite way.
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I didnt think the gap between people was that
big! (Lack of knowledge) Lots of shabby people. I
find it really bad. (I thought England was more
modern.) I like Norway better now than before I
came to England.
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In what ways, if any, have you changed personally
since you arrived in England? Depressed More
frustrated More lonely Feel more
insufficient Loss of confidence
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Views on the texts. (Tom, 01.11.2001) I am
surprised by all the negative opinions on
Britain.The country may seem to be filled with
people only concerned with fotball and pubs, but
if you are interested in culture, literature and
history, the country is an absolute treasure.
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Continuing the text analysis (Tom, 05.11.2001)
What is your opinion on the texts? Do you think
Britain deserves the negative views offered? Many
people find the class system to be a relic from
an ancient past, but the British are used to it
today, and it does not mean that Britain struggle
more than others with issues like human rights,
equal treatment of classes, than other Western
countries they can compare themself with.
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Intercultural awareness II
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• Aims
• Planning a lesson/period for teaching and
  learning culture
• Reflecting on the programme through discussion
• Exchanging ideas
• Feedback on programme from students and tutor
• Assessing the programme after implementation

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Aims of project
Discuss various aspects of teaching with the
aim to enhance learners intercultural
awareness. You are asked to do the following
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• Week 9
• Plan a lesson/lessons/a period where you focus on
  cultural aspects of foreign language learning.
  (You may already have planned this during your
  first weeks in school.)
• Present you programme/plan in LUVIT with your
  comments.
• Aspects that you might want to consider while
  planning the lesson(s)/period
• Aims
• Content
• Time
• Procedures
• Mediation
• Assessment

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What is intercultural awareness? What might be
the content? What learning materials are
needed? How can the learners be given a certain
amount of choice? What are possible classroom
procedures? How can I mediate? How can the
learning processes be assessed (by you/by the
learners)?
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Week 10 Comment on and discuss the programmes
presented in the forum (LUVIT). This discussion
could give you useful ideas for your own
teaching. You may may want to consider the above
questions when you comment/discuss. Weeks 11 -
14 In the course of your remaining teaching
practice period you should try out your programme
in the classroom. Adjust it according to the
feedback you have been given if you want to.
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• Week 15
• Write a short text assessing the classroom
  experience related to your programme in LUVIT.
  When assessing your teaching programme, you may
  want to consider what the learners achieved with
  regard to the following
• Cultural knowledge
• Intercultural competence
• Intercultural awareness
• Any adjustments that you have made in your
  programme should be mentioned.
• Remember that aspects which were not successful
  are as interesting as the more successful ones.

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Example of students work on intercultural
awareness
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Theoretical concepts
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• Aims
• gaining knowledge of theoretical concepts
• interpreting and understanding theoretical
  concepts
• understanding the importance of theory in
  relation to practice

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Proximal zones ..The distance between the
actual developmental level as determined by
independent problem solving and the level of
potential development as determined through
problem solving under adult guidance or in
collaboration with more capable peers. (Vygotsky
197886) The concept of proximal zones is often
used to legitimise a socio-cultural view of
learning
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• Knowledge and understanding constructed by the
  individual through social interaction, dialogue
  and cooperation
• Language is the central cultural tool, mediating
  learning
• To learn is to be socialised into a learning
  culture, the culture of a subject, and a
  community of practice which exists within the
  culture of that subject

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Stories We achieve our personal identities and
self-concept through the use of narrative
configuration, and make our existence into a
whole by understanding it as an expression of a
single unfolding and developing story
(Polkonhorne in Bruner 1990 115)
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• Examples of other concepts
• Situated learning
• Genre
• Autonomous learning
• Dialogue
• Intercultural awareness
• Communicative competence
• Collaborative learning
• Reading and interpretation
• Meta-language
• Open learning situations
• The instrumental mistake
• Authentic texts

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TEXT COMPETENCE Presentation and discussion of
learners texts
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(No Transcript)
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• In your text, the suggestions below should all be
  related to the overall theme of developing the
  EFL learners textual competence and genre
  awareness.
• Process writing
• Motivated shifts in verb forms
• Coherence and cohesion
• Aspects related to genre and genre conventions
• A discussion of the different elements or sub-
  competences of communicative competence using
  the learner text as a starting-point.
• Rhetorical organization (macrostructure).
• A discussion of aspects of communicative
  language teaching using the learner text as a
  starting-point.
• A discussion of the types of writing tasks used
  at this level using the learner text as a
  starting-point.
• (Aud Solbjørg Skulstad)

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