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ICTIntegrated Language Learning

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Pedagogy: Conversational Framework. Technology: Media properties ... Pedagogy: Facilitation of ... teaching and learning, ICT secondary ( pedagogy first' ... – PowerPoint PPT presentation

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Title: ICTIntegrated Language Learning


1
ICT-Integrated Language Learning
  • Changing perspectives, changing uses
  • Eurocall 2007, University of Ulster
  • Sake Jager

2
Outline
  • ICT-integrated language learning
  • Language innovation project University of
    Groningen
  • Presentation of some materials developed
  • Discussion and questions

3
Integration
  • Oxford Advanced Learners Dictionary
  • Technology and language learning things to be
    combined in CALL
  • Integration should also take into account other
    aspects, such as educational environment
  • General framework provided by Collis and Moonen
    (2001)

4
Key components technology-enhanced learning
Based on Collis Moonen (2001)
5
Key components in relation to other studies
  • Implicit or explicit reference to components
  • Laurillard (2003)
  • Pedagogy Conversational Framework
  • Technology Media properties in support of CF
  • Institution Effective organisational
    infrastructure
  • Barr (2004)
  • Pedagogy Facilitation of learning approaches
  • Technology Technical sufficiency, integrated
    infrastructure
  • Institution Growing a culture, time, human
    resources, strategic planning

6
Key components in relation to other studies
  • Taalas (2005)
  • Pedagogy Add-in uses rather than add-on uses
  • Technology Multimodal learning environments
  • Institution Staff development, transformation of
    teaching practices

7
Integration vs normalisation
  • Normalisation, Bax (2003)
  • stage when the technology becomes invisible,
    embedded in everyday practice and hence
    normalised (23)
  • End goal of CALL
  • See Levy and Stockwell (2006) for discussion
  • Integration is a continuous process rather than
    an end goal
  • As new technologies emerge, new forms of
    integrating technology, pedagogy, institutional
    aspects are required
  • Field of CALL as a whole will never reach a state
    of normalisation

8
Technology, Pedagogy, Institutional context
  • Much CALL research technology-pedagogy
    interface
  • What technical attributes specific to the new
    technologies can be profitably exploited for
    pedagogical purposes? (Salaberry 2001)
  • Results not always applicable in real
    situations
  • Teacher-researcher extra effort (CALL for
    research)
  • Controlled vs uncontrolled use
  • Whole range of programs
  • Lack of funding
  • Incompatible views on language learning
  • Standardization and rigidly controlled
    infrastructure

9
Taal Vaardig (Ready-for-languages) project
  • Aims to change language learning in University of
    Groningen by
  • Restructuring language learning programmes
    (courses/modules)
  • Re-thinking teaching practices
  • Reinforcing the use of technology.
  • Over 30 language teachers from
  • Academic language departments and the university
    language centre
  • All languages taught as part of the curriculum
  • Phase 1 (2006-2007)
  • English, Spanish, French, Italian and German
  • Phase 2 (2007-2008)
  • Finnish, Hungarian, Russian, Swedish, Danish,
    Norwegian, Hebrew and Arabic

10
Project background
  • Motivated by aspects from each of the dimensions
    identified earlier
  • Institution
  • Strengthen collaboration between language centre
    and language departments
  • Offer language modules as part of flexible
    Ba-programme (30 EC)
  • Staff development (language teaching methodology
    and ICT)
  • Pedagogy
  • Apply CEFR in language programmes
  • More task-based, communicative language learning
  • Technology
  • Blackboard course for each module
  • Blackboard for exchanging and consolidating
    materials
  • Increase autonomous learning (self-study) through
    technology
  • Integrate newly established multimedia language
    labs

11
Project design
  • Commitment Faculty Board
  • Participation departments mandatory
  • Implementation mandatory
  • Only permanent staff involved
  • University funding
  • Teachers released from other tasks for 1 day/week
    for 1 year
  • New infrastructure for ICT-enhanced learning
    available at start
  • Focus on language teaching and learning, ICT
    secondary (pedagogy first)
  • Language teams same language, mixed backgrounds,
    mixed abilities, catering to different target
    groups (cross-fertilization)
  • Teacher training and curriculum development
    combined (immediate relevance)
  • Negotiated programme, contributions by teachers
    themselves, learning from one another
  • Blackboard as medium for supporting the project
    (teach as you preach)
  • Real outcomes re-designed modules for use in
    2007-2008 (high stakes)

12
Project coverage
  • Topics studied and discussed
  • Application of the CEFR
  • Learner autonomy
  • Evaluation and assessment
  • Spoken interaction in the curriculum
  • Teaching grammar
  • Teaching writing
  • Teaching vocabulary
  • Hands-on ICT sessions
  • Module design
  • Coverage of CEFR skills in the curriculum
  • Curriculum / Module descriptions
  • Materials development in Blackboard
  • Modules 5 / 10 EC
  • 4 / 8 hrs teacher time p.w.
  • 6.5 / 13 hrs student time p.w.

13
Teacher evaluation
14
Teacher evaluation (contd)
15
Project evaluation
  • Positive
  • Large-scale innovation many modules, all
    languages, all teachers
  • Re-use of materials between modules
  • Contacts between language teachers
  • Increased understanding of critical issues
  • Climate for language teaching
  • Increased use of technological infrastructure
  • Uncertain
  • Adaptation of materials by colleagues
  • Differences in ICT-skills remain
  • Differences in quality of design
  • Structural collaboration between language centre
    and language departments
  • Appreciation of materials by students

16
Examples of materials developed
  • English minor
  • Spanish IEB
  • French major

17
References
  • Barr, David. ICT - Integrating Computers into
    Teaching Creating a Computer-Based Language
    Learning Environment. Bern Peter Lang, 2004.
  • Bax, Stephen. "CALL - past, present and future."
    System 31 (2003) 13-28.
  • Collis, Betty and Jef Moonen. Flexible Learning
    in a Digital World. Abingdon, Oxon
    RoutledgeFalmer, 2001.
  • Laurillard, Diana. Rethinking University Teaching
    2nd Edition A Conversational Framework for the
    Effective Use of Learning Technologies. 2nd
    edition ed. London Routledge Farmer, 2002.
  • Levy, Mike and Glenn Stockwell. CALL Dimensions
    Options and Issues in Computer-Assisted Language
    Learning. ESL Applied Linguistics Professional
    Series. Lawrence Erlbaum Associates (Bks), 2006.
  • Salaberry, M. Rafael. "The Use of Technology for
    Second Language Learning and Teaching A
    Retrospective." The Modern Language Journal 85.i
    (2001) 39-56.
  • Taalas, Peppi. Change in the Making Strategic
    and Pedagogical Aspects of Technology Integration
    in Language Teaching - Towards Multimodal
    Language Learning Environments. Jyväskylä Centre
    for Apllied Language Studies, 2005.

18
Thank you for your attention
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