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No Longer Newcomers: Teachers, Technology, and Language Education

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Title: Images Author: Paige Ware Last modified by: Paige Ware Created Date: 10/30/2008 1:49:51 AM Document presentation format: On-screen Show Company – PowerPoint PPT presentation

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Title: No Longer Newcomers: Teachers, Technology, and Language Education


1
No Longer Newcomers Teachers, Technology, and
Language Education
  • Paige D. Ware, Ph.D.
  • Ohio State TESOL Conference
  • October 31, 2008

2
No Longer Newcomers
  • Put strong pedagogy first
  • Start re-seeing technology

3
The Three Rs
  • Resources
  • Reservations
  • Roles

4
Resources
- Is it better?
  • Tutor
  • Tool

- Is it different?
5
Tutor
-
Provides repetitive practice immediate feedback and assessment typically on focused language skills Lacks authentic communication questions about generalizability
6
Tutor - Listening and Speaking
  • http//www.elllo.org/english/video.htm

7
Tutor - Reading and Vocabulary
  • Translations into the native language
  • Definitions in the target language
  • Audio of the pronunciation

8
Tutor - Grammar and Writing
  • Discoveries and inventions have tremendous
    impactltMissing articlesgt on our lives.  There are
    a lot of inventions.  ForltClause errorsgt example,
    Electricity, AirplainltSpelling errorsgt, lamp,
    telephone and paper etc.ltPunctuation errorsgt I
    will tell about a lamp.  Thomas EdisonltSpelling
    errorsgt invented it.  What is it'sltMisused wordsgt
    impact or influrenceltSpelling errorsgt on
    mankind?  The lampltSubject-verb agreement errorsgt
    makeltSubject-verb agreement errorsgt human being
    work at anytime.  We can work anywhere.  Experimen
    ts use it well. The inventionltSubject-verb
    agreement errorsgt of lamp makeltSubject-verb
    agreement errorsgt human being work at
    anytime. We can work anywhere. Experiments use
    it well. (Songie/P3D1)
  • Excerpt from Semire Dikli, TESOL 2007

9
Tutor - Grammar and Writing
  • Advice The expression 'tremendous impact'
    usually requires an article. Replace with the
    tremendous impact or a tremendous impact, or
    use the plural or a possessive like 'my'.
  • Error Category USAGE Error
  • Label Missing articles
  • Suggestions the tremendous impacta tremendous
    impact
  • Explanation Missing Articles These rules flag
    the possible absence of an article or determiner
    before single count nouns, some plural nouns,
    nouns that require an article, and fixed
    expressions and proper nouns that require an
    article.
  • Examples Change She used to be school teacher
    before she retired. To She used to be a school
    teacher before she retired.
  • Change I ate apple for lunch. To I ate an apple
    for lunch.
  • Explanation The Missing Article rule suggests
    adding an appropriate definite or indefinite
    article, such as a or an, or replacing the noun
    with a plural.
  • (Songie/P3D1)
  • Excerpt from Semire Dikli, TESOL 2007

10
Research ?
11
Example AWE (Automated Writing Evaluation)
12
Proponents of AWE
Should - motivate students to revise more
  • But... although students revised more, almost all
    revisions were at the lexical/sentence level

Should - save grading time so that students can
write more
  • But... although teachers saved time, students did
    not write more
  • Warschauer Grimes, 2008

13
Critics of AWE
  • Might - replace writing teachers
  • But... instead gave teachers more time to hold
    conferences, plan lessons, provide other types
    of feedback
  • Might - have a negative effect on teaching
  • But... teachers were able to blend MY Access!
    into their teaching routine
  • Might promote stilted writing
  • But... little evidence--larger impact from the
    pressure of high-stakes (5-paragraph) essay tests
  • ---Warschauer Grimes, 2008

14
Resources - Tutor
-
Frees up instructors time for other pedagogical strategies Provides individualized practice and feedback at learners level Caters to individual learner styles and preferences Requires that instructors learn and teach the software Provides feedback that can be too difficult for learners to use Limits authentic interaction to fixed responses or scenarios
15
Tool
  • Native-speaking texts and cultural materials
  • Interactive websites
  • Downloaded audio, music, and visual files
  • Computer-mediated communication (email, chat,
    conferencing, etc.)

16
Tool

17
Tool

18
Research ?
  • Build fluency and spelling accuracy
  • Foster motivation
  • Provide authentic audience
  • Offer community role models
  • Build basic computing skills
  • Promote reflective teaching

19
Example Online Mentoring
20
Example Online Mentoring
Writing fluency Spelling errors
Pre-writing 141.6 words/ 30 minutes 10.6 spelled incorrectly
Post-writing 225.8 words/ 30 minutes 5.3 spelled incorrectly
Total Impact 84.2 word increase in fluency 5.3 reduction of errors
21
Resources - Tool
-
Provides varied opportunities for authentic written and verbal communication Supports development of students metacognitive and metalinguistic skills Makes use of English (and technology) used in academic, social, and workforce settings Pushes students into authentic communication at all levels Requires pedagogical technological knowledge from teacher to exploit fully the tools advantages Requires both initiative and independent work from students
22
The Three Rs
  • Resources
  • Reservations
  • Roles

23
  • http//english.unitecnology.ac.nz/resources/units/
    cartoons/ faces.gif

24
The LCD projector is not mapping to your laptop.
25
You must use a new software program not
necessarily backed by research, and you receive
no training.
  • 6 of the budget
  • 80 of teachers

26
You must explain the difference between CALL,
NBLLT, and CMC.
CALL Computer-Assisted Language Learning NBLLT
Network-based Language Learning and
Teaching CMC Computer-mediated Communication
27
You must present a talk on how to use wikis.
28
You must present a talk about how to use wikis.

29
You must present a talk about how to use wikis.

30
Computers In The Closet
OVERLOADED UNDERSUPPORTED

31
Reservations
  1. Hard to trust
  2. Hard to decipher
  3. Hard to understand
  4. Hard to keep up with

32
The Three Rs
  • Resources
  • Reservations
  • Roles

33
New role innovative role?
  • I'm pretty sure that I will be a good teacher
    when I grow up. And I think I'm pretty but I'm
    not sure about that. When I get mad is thanks to
    a boy. I like to play video games too.  . .
    --Silvia, 12 years old
  • hy my sprin brek wos borin cos i diren bon naten
    des ste sterin the wall cos i wos panish cos i
    hit my breter cos hi wos roin in the hausi end
    thas hoan i hit may broter.
    --Gabriel, 11 years old

34
  • I'm pretty sure that I will be a good teacher
    when I grow up. And I think I'm pretty but I'm
    not sure about that. When I get mad is thanks to
    a boy. I like to play video games too.  . .
    --Silvia, 12 years old

35
  • The book was about a girl named Anastacia and the
    girl hade a green note book and in the notebook
    she writ all the staff that she likes and the
    staff that she geits. Like her teacher and the
    man front the front of the streat. That was what
    the book was about. --Silvia, 12 years old
  • Tutor Automated writing evaluation software to
    practice academic writing skills
  • Tool/medium Wiki to provide for authentic,
    project-based learning in a social medium

36
  • hy my sprin brek wos borin cos i diren bon naten
    des ste sterin the wall cos i wos panish cos i
    hit my breter cos hi wos roin in the hausi end
    thas hoan i hit may broter.
    --Gabriel, 11 years old
  • Tutor Reading tutor to work on phonemic and
    graphophonemic awareness and high-frequency words
  • Tool/medium Movie-making software to provide
    oral interaction in a context-rich visual
    environment

37
TESOL Technology Standards
  • Prompt teachers to learn to use technology in
    their teaching
  • Articulate a clear set of stages for the
    development of teacher IT competence
  • Provide direction and motivation for integrating
    technology into teacher education
  • Guide administrators and policy makers
  • Help minimize the digital divide - between
    countries and within countries

38
Teacher Standards
  • Goal 1 - Language teachers acquire and maintain
    foundational skills and knowledge in technology
    for professional purposes
  • Goal 2 - Language teachers integrate pedagogical
    knowledge and skills with technology to enhance
    language teaching and learning
  • Goal 3 - Language teachers apply technology in
    record-keeping, feedback, and assessment
  • Goal 4 - Language teachers use technology to
    improve communication, collaboration, and
    efficiency

39
Digital Immigrants, Digital Natives
  1. There is no critical age hypothesis for
    learning technology.
  2. There is no idealized native speaker.
  3. There is no homogenous digital culture.

40
The Bottom Line
  • There is no good use of technology without solid
    pedagogy-- and in that,
  • teachers are certainly
  • no longer newcomers.

41
Final thoughts on the Three Rs
  • Opens up the classroom to a wider range of
    resources
  • Asks us to examine--and navigate through--our
    reservations
  • Challenges us to consider our ever-changing roles
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