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LLAS E-Learning Symposium 2012 26 th -27 th January 2012 Billy Brick and Tiziana Cervi-Wilson

Technological diversity: an investigation into language learners' technology use inside and outside the classroom. LLAS E-Learning Symposium 2012 26 th -27 th January 2012 Billy Brick and Tiziana Cervi-Wilson lsx133@coventry.ac.uk and lsx091@coventry.ac.uk Coventry University. Overview.

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LLAS E-Learning Symposium 2012 26 th -27 th January 2012 Billy Brick and Tiziana Cervi-Wilson

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  1. Technological diversity: an investigation into language learners' technology use inside and outside the classroom. LLAS E-Learning Symposium 2012 26th -27th January 2012 Billy Brick and Tiziana Cervi-Wilson lsx133@coventry.ac.uk and lsx091@coventry.ac.uk Coventry University

  2. Overview Definitions Literature Research question Research Project Results Discussion

  3. Troublesome definitions What do you understand by the term ‘smart phone’? Source: epSos.de Flickr

  4. A smartphone is a high-end mobile phone built on a mobile computing platform, with more advanced computing ability and connectivity than a contemporary feature phone. The first smartphones were devices that mainly combined the functions of a personal digital assistant (PDA) and a mobile phone or camera phone.

  5. What do you understand by the term ‘app’? Source: epSos.de Flickr

  6. Also called mobile apps, it is a term used to describe Internetapplications that run on smartphones and other mobile devices. Mobile applications usually help users by connecting them to Internet services more commonly accessed on desktop or notebook computers, or help them by making it easier to use the Internet on their portable devices.

  7. ...the modern smartphone is increasingly behaving and is perceived as being like a Swiss Army knife, i.e. it’s become a general platform for running more specific third-party apps and tools.

  8. What do you understand by the term ‘mobile learning’? Source: epSos.de Flickr

  9. ‘‘any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of learning opportunities offered by mobile technologies’’ O’Malley et al (2003)

  10. Android is an operating system for mobile devices such as smart phones and tabletcomputers. It is developed by the Open Handset Alliance led by Google. Source: Sanchom Flickr

  11. Literature • ‘Mobile Learning’ -No agreed definition – Does ‘mobile’ refer to the device or the learner? • Techno-centric approaches – unfortunately the device does matter (Nintendo DS v PSP v Smart Phone) • Learners with more than one device can overcome battery life problems Kukulska-Hulme (2009) Traxler (2007) Macleod and Patterson (2011)

  12. Research question How do learners use their digital devices/smart phones to support their language learning? Most MALL studies to date have looked at text messaging rather than autonomous learning Subject Area: Informal Mobile Learning/Learner Autonomy

  13. Do you own a smart phone/digital device (e.g Hand-held electronic dictionary, iPad, other tablet device, IPhone, Blackberry, HTC etc)?

  14. Do you use any apps (e.g Apple or Android) on your phone to support your language learning? If "yes", please state the name of the app(s) in the box below?

  15. I use a digital device for reading (e.g reading magazines)

  16.  Do you use an electronic dictionary/translator dictionary to support your language learning?

  17.  Please indicate whether you use any of the online translation programs listed below to support your foreign language learning?

  18. What are the good points of your smart phone/digital device? • Mobile internet access • Being able to study whilst standing in queues • Good for revising • Mobile dictionary

  19. What are the negative points of your smart phone/digital device? • Can be slow looking up words/sayings • Hard to find a quality app that is appropriate and recommended • No bad points • Predictive text can be a pain at times • Battery runs out too quickly

  20. Summary of focus group findings App Evaluation – rely on Apple and Android rating system. Role of Google Translate – good first point of call for vocabulary items rather than using it for translating. None of them used their phone for listening to the news or reading newspapers in their target language. Unanimous support for an app linked directly to their course rather than 3rd party (possibly linked with VLE?) Apps – easy access, handy, useful. Battery power criticised. They would like tutors to recommend specific apps.

  21. ...the boundaries between traditional roles (teacher and learner) and functions (teaching and learning) are blurring. ‘Teachers’ need to be learners in order to make sense of and take account of new technologies in their practice.

  22. Adopting an evidence-based approach, through scholarly practice and reflection harnessing the powerful affordances of the technologies themselves seems a logical means of achieving this.Conole and Alevizo (2010) p. 44

  23. References Betham, H. and Sharpe , R. (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. London: Routledge. Bibby, S (2011) Do Students Wish to ‘Go Mobile’? An Investigation into Student Use of PCs and Cell Phones. International Journal of Computer-Assisted Language Learning and Teaching, 1 (2), 43-54 Boyd, J. (2011) The role of digital devices in vocabulary acquisition, Research Notes, 44. University of Cambridge ESOL Conole, G and 
Alevizo, P (2010) A 
literature 
review
 of 
the 
use 
of
 Web
2.0
 tools 
in 
Higher
 Education. HEA Academy. [online] available from <http://www.heacademy. ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf> [28 October 2011] Corrin, L. Lockyer, L. and Bennett, S (2010) Technological diversity: an investigation of students' technology use in everyday life and academic study. Learning, Media and Technology, 35 (4) pp. 387-401 Hosein, A, Ruslan, R. And Jones, C (2010) Learning and Living Technologies: A Longitudinal Study of First-Year Students’ Expectations and Experiences in the Use of ICT. Learning, Media and Technology 35 (4) pp. 403-418

  24. Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL 21 (2) 157-165 Macleoud, H and Patterson, J (2011) A Survey of Undergraduate Technology Use and Attitudes , University of Edinburgh. [online] available from http://api.ning.com/files/Re65EyW3mPAAtEJAyC6oUUyCSXOKojn*nlcLE3VMR*i-*gHRIqWSpHpPKSEJ2rcUaYDVHJsH0Zb84HkvVX84TMJLWDrcK5xp/ReportASurveyofUndergraduateTechnologyUseandAttitudes.pdf [6th December 2011] O’Malley, C., Vavoula, G., Glew, J., Taylor, J., Sharples, M. and Lefrere, P. (2003) Guidelines for learning/teaching/tutoring in a mobile environment. Mobilearn project deliverable. [online] available from <http://www.mobilearn.org/download/results/guidelines.pdf > [3rd December 2011] Traxler, J (2007) Defining, Discussing and Evaluating Mobile Learning: the moving finger writes and having writ . . . . The International Review of Research in Open and Distance Learning. [online] available from http://www.irrodl.org/index.php/irrodl/article/view/346/875 [8th December 2011]

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