A%20Model%20for%20Learning%20How%20to%20Teach%20Advanced%20Literacy%20Skills%20via%20Computer%20Mediated%20Communication

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A Model for Learning How to Teach Advanced
Literacy Skills via Computer Mediated
Communication

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What can the Internet add to Teaching ?

• group interaction
• individualized
• equality
• collaboration
• student teacher relationship- change in pedagogy

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Research Question

• Through monitoring the process of pre-service
  teachers during and after learning through the
  proposed model for the CMC course English
  Through the Internet, how far is the learning
  through teaching process effective?

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What models have been used to encourage teachers
to integrate the Internet in their classrooms?

• Model I give student teachers courses in
  computers.

Rationale the teachers will learn how to use
WORD, the Internet etc and will want to use it in
their classes
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Learn how to use technology Talk about what you
could do in the classroom
but cant apply the technology in the classroom

• You dont get to experience first hand- a
  different type of learning

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Model II Technology Infusion aspects of
technology put into different subject matter
courses

• not necessarily transfer from the course to
  actual teaching
• No assurance that the subject matter teachers
  model good use of technology

• long-term exposure to technology and technology
  modeling within subject matter

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What might work?
Model III Case-based teacher education

• prospective teachers study and reflect on the
  efforts of existing teachers who have
  incorporated technology into their classroom
  practices.

these lesson plans are not at our disposal
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Model IV An Alternative Model for Preservice
Training
methodology and pedagogy
assessment evaluation
buddy mentor
instructor
EFL Teachers
course content
preserviceteachers
pupils
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Reflective dialogue journals forums
Interaction
Help with technology
Interact with course material bibliography and
links,Publish finished assignments
Interaction, collaboration mentor buddy
giving feedback, motivating , empathizing
Queries, administrationtechnology, problems
Elaine Hoter Oct'99
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Interaction
Internet
internet
F 2 F
course
content
Internet
Elaine Hoter Oct'99
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Course Content English Through the Internet
For teacher trainees learning to be English
teachers
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PreserviceTeachers

• Preservice teachers at Talpiot College of
  Education
• English teachers for the Israeli schools
• group I - academics - new immigrants retraining
  in EFL
• group II - preservice 3rd year students.

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Pupils

• 9th grade pupils at the Gymnasia High School,
  Jerusalem
• heterogeneous class
• enrichment program - 4 hours each week

• Foreign students in year program at Snow College
  Utah
• intermediate level, from 7 different countries
• regular course - 4 hours a week

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Instructors
teach EFL/ESL high level of CMC literacy meet
F2F with pupils use online course correspond with
project leader on daily basis
Jebin Utah
Sarain Jerusalem
Coordinator and instructor for student teachers
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Technology

• Asynchronous
• email
• forum
• listserv

• Synchronous
• irc
• chat
• MOO

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The Buddy Mentor System

• Mentor - preservice teacher
• coaches the pupils in literacy skills through
  and using the Internet
• models and gives feedback

• Buddy - preservice teacher
• collaborates with a pupil to carry out
  assignments using the tools of the Internet,
• e.g writing a poem about one another, carrying
  out a project, working on a newspaper

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Igor's Poem about Linda Linda likes sport and I
like sports too. Linda lives in the city and I
do too. We are both human beings and we are
learning English And at the same time we are
learning about each other. Linda is a teacher
and I am a pupil. But in this course we can be
friends. You see, we are very similar people so
it's good that you are my unseen teacher.
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Methodology and Pedagogy

• interaction
• feedback
• collaboration
• ..

• content based
• constructivist
• project work
• theme based

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Assessment

• For Preservice Teachers
• joint webfolio with pupil
• reflective email dialogue journal with instructor
• assignments with pupil ongoing correspondence
• participation in class forum based on required
  readings

• For Pupils of EFL
• joint webfolio with preservice teacher
• assignments with preservice teacher

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Research Questions

• Through monitoring the process of pre-service
  teachers during and after learning through the
  proposed model for the CMC course English
  Through the Internet, how far is the learning
  through teaching process effective?

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The process will be monitored and examined
through data collection

• interviews with the participants during and after
  the course, (up to two years after the course)
• preservice teachers email journal reflections,
• group discussions,

• Assignments and projects
• teacher observations
• pre-post questionnaires on ?attitudes to
  computers ? computer literacy ? learning
  styles ? knowledge of subject matter

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• Will using the model change the attitudes of the
  participants to using the Internet?
• Will participating in the course supply the
  students with knowledge of CMC?
• Will the preservice teachers have learned the
  subject matter, i.e. improving students reading
  and writing skills?

• What is the connection between the amount of time
  the preservice teacher spends working on the
  computer during and after the course and their
  attitude to and use of CMC?
• What types of feedback do the preservice teachers
  use to help the EFL students in their literacy
  skills?

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Stages in Integrating technology
Stage 1 Awareness I am aware that technology
exists but have not used it perhaps Ive even
avoiding it
The computer was my enemy and the Internet was
intimidating
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Stage 2 Learning the process
I am currently trying to learn the basics. I am
often frustrated using computers. I lack
confidence when using computers.
2
I need more time to practice because I have
still not mastered basic computer skills.
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Stage 3 Understanding and application of the
process
I am beginning to understand the process of using
technology and can think of specific tasks in
which it might be useful
3
2
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In fact last week I was able to get through on
the Internet to explore other interests of my
own. Finally I was not blocked by
technowierdness on computer and I got access to
several sites and downloaded real tangible
interesting stuff.
3
2
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Stage 4 Familiarity and confidence
I am gaining a sense of confidence in using the
computer for specific tasks. I am starting to
feel comfortable using the computer.
4
3
2
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As I began to build confidence - particularly
in building the lessons for my on-line pupil in
Jerusalem, I found that I was more tolerant to
ask for help, explore and integrate material
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Stage 5 Adaptation to other contexts
5
4
3
2
I think about the computer as a tool to help
me and am no longer concerned about it as
technology. I can use it in many applications and
as an instructional aid.
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Each class would do some research using the
Internet and in groups present both a written and
visual presentation in front of the class. A
bibliography would include only websites. Perhaps
Id do this together with the computer course
teacher using PowerPoint etc.
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Stage 6 Creative application to new contexts
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5
4
3
2
I can apply what I know about technology in the
classroom. I am able to use it as an
instructional tool and integrate it into the
curriculum
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I felt as though I went through a transition
process where I learned how to integrate
technology in a real teaching situation. I feel I
am able to integrate the technology in my class
because I practiced dealing with actual learning
difficulties and processes with my pupil.
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Stage 7 Widening the learning community
I know how to integrate the technologies to widen
the learning community to form and participate
in communities and online projects with other
teachers, pupils and professionals.
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what I particularly like about teaching using
the Internet is that it encourages learner
independence and allows the students to practice
their English with people other than their
teacher.
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http//www.macam98.ac.il/elaine/eti
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http//vcisrael.macam.ac.il