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Preparing the new generation of CALL researchers and practitioners: What nine months in an MA program can (or cannot) do

Preparing the new generation of CALL researchers and practitioners: What nine months in an MA program can (or cannot) do. Megan Broberg, Brenda Daisy, Maja Grgurovic, Katy Middlebrooks, Ketty Reppert, Sammi Liu, and Volker Hegelheimer Iowa State University.

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Preparing the new generation of CALL researchers and practitioners: What nine months in an MA program can (or cannot) do

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  1. Preparing the new generation of CALL researchers and practitioners:What nine months in an MA program can (or cannot) do Megan Broberg, Brenda Daisy, Maja Grgurovic, Katy Middlebrooks, Ketty Reppert, Sammi Liu, and Volker Hegelheimer Iowa State University

  2. Technology in teacher education is key • Problems and considerations • Views of technology (Meskill et al., 2002) • Impact of CALL instruction on classroom use (Egbert et al., 2002) • User typology (Bickerton, 1999) • Technology permeates the profession

  3. What nine months should do • What nine months did • What nine months could do

  4. Background What nine months should do

  5. Technology has become integral to the ways in which ELT professionals teach, create materials, and even the way they conceptualize the profession in the 21st century.(Chapelle & Hegelheimer) • Minimal expertise: Conceptualize→Create→Upload→Test→Modify

  6. Course Outline • Rationale • Addressing needs • Grooming new generation of guarded technology enthusiasts (CALL researchers, teachers, and developers) • Context

  7. Overview of Major Components • Basic teacher tools • MS Excel, Word, PowerPoint • Management tools • Database application • Research tools • Data gathering (screen capturing) • Concordancing applications • MS Excel (statistics) • Development tools • WYSIWYG editor (Dreamweaver MX) • Flash MX • Fireworks MX • Windows Movie Maker Theoretical aspects revolving around the use of CALL

  8. Development of first-year students What nine months did

  9. Methodology • Participants • Materials • Computer Capabilities Matrix • Reflective Questionnaire

  10. Computer Capabilities Matrix • Purpose • To determine and describe skill levels by doing a self-assessment in order to illustrate potential for effective application of skills • Bunz & Sypher (2001), Goemann & Braak (2001), Ropp (1997)

  11. Reflective Questionnaire • Attainment of course objectives • Current use of skills • Student assessment of comfort level • Attitudes and goals related to CALL

  12. Results • Matrix • Questionnaire

  13. Results: Matrix—Before

  14. Results: Matrix—After

  15. Matrix—Least Changed Skills

  16. Matrix—Most Changed Skills

  17. Results: QuestionnaireSelf Description (n=9)

  18. After having completed the course, how would you characterize yourself, and why? • “Developer…I might [design] an online ESL business course and [do] research on its efficiency…” • “Researcher…I am doing a pilot research study on CALL and children…”

  19. Integration and Implementation • Sample class projects • Classroom Behavior • Cultural Gaps • Idiomatic Expressions • Word and web skills for new students

  20. Current use of computer skills N=9

  21. How are you currently using these skills? • In teaching • “I use MS excel to calculate grades.” • “I have a homepage on which I have links to handouts and readings.” • In your studies • “I have used Flash and Fireworks to enhance some projects created for classes.” • “I have used skills (such as overlibs) to create a webpage for class assignments.” • Research • “[I use] Monoconc Pro in my research.” • “I am going to base my thesis on something I read in a journal article during [this class].”

  22. Insights What nine months could do

  23. Insights • Time • Practicality • Pedagogical Applications

  24. Time • “It may sound strange, but one semester…is not enough. Maybe there should be another semester to actually practice the skills learned during the first semester.” • “…I need more time using each of the applications in order to be better equipped for professional usage. As it stands, that is something that [cannot be provided] in only a semester.”

  25. Practicality • “I would like to see this class more focused on applications that I, as an ESL teacher, will be likely to use more in practice, such as Excel, Filemaker Pro, Hot Potatoes, and possibly others that we did not have a chance to discuss in class.”

  26. Pedagogical Applications • “Pedagogical point of CALL application should be made more explicit.” • “Create even more actual activities to use with students…..”

  27. Wrap-up • What nine months should do • What nine months did • What nine months could do

  28. Questions? Thank You

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