Chapter 9

1. Chapter 9 Integrating Technology in an Interactive, Content-Based Classroom Marjorie Hall Haley, PhD - GMU

2. Setting the Stage • NCLB - $700 million to states and schools through Enhancing Education through Technology Program; $2.25 billion through E-rate initiative • Improve academic achievement in K-12 • Assist students to become technologically literate by end of 8th grade • Ensure that teachers can integrate technology into the curriculum Marjorie Hall Haley, PhD - GMU

3. Setting the Stage • Dept. of Ed. Highlights of E-learning • Tap vast reservoir of knowledge/expertise • Locational flexibility • Individualized learning • Empowerment of parents making choices Marjorie Hall Haley, PhD - GMU

4. Setting the stage • Caveat: Use of any technology in the classroom must be integrated into the curriculum as a tool to support and enhance the learning experience rather than serve as the driving curricular force. Marjorie Hall Haley, PhD - GMU

5. Pedagogical Implications for Using Technology • Computer technologies facilitate L2 learning by providing: • Diverse structure-focused activities with individualized evaluation and feedback • Complex multimedia input to the learner • A variety of forms of active, monitored interaction with that input • Diverse environments for both dynamic and delayed interpersonal communication Marjorie Hall Haley, PhD - GMU

6. Pedagogical Implications for Using Technology • IT applications used as part of a project-based curriculum can: • Make input comprehensible • Help develop critical literacy Marjorie Hall Haley, PhD - GMU

7. Pedagogical Implications for Using Technology • Digital Literacy – teachers should: • Determine suitability of online material for sequential reading • Skimming/scanning can be difficult • Alter reading pedagogy • Break text into manageable chunks • Select reading based on interest level and degree of proficiency • Provide appropriate pre-and post-reading strategies Marjorie Hall Haley, PhD - GMU

8. Technology in an Interactive Classroom • Interactive Learning/Technology/ Constructivism • Constructivism emphasizes: • Learning is an interactive process • Learning takes place in social contexts Marjorie Hall Haley, PhD - GMU

9. Technology in an Interactive Classroom Applications of Constructivism and Technology Tasks requiring reading of online resources Research requiring comparing/contrasting Collaborative group research including data collection, write-up and presentation Students use vocab., themes, topics Students analyze similarities/ differences between two settings/people/objects/events Students view topic from multiple perspectives; modify views in response to feedback Marjorie Hall Haley, PhD - GMU

10. Technology in an Interactive Classroom • Traditional Technologies: • Films, audio-and videocassettes, language labs • Tool software (word processing, spreadsheets) • Newer Technologies: • Telecommunication (WWW, distance learning) • Multimedia software (CD-ROMs, PowerPoint) Marjorie Hall Haley, PhD - GMU

11. Technology in an Interactive Classroom Tools for natural language processing: online dictionaries, thesauri, machine translation software Tools for communication: e-mail, bulletin boards, videoconferencing Tools for gathering information: www browsing tools Tools for creativity: self publishing on www Tools for collaboration: using www publishing tools and Internet tools such as e-mail Marjorie Hall Haley, PhD - GMU

12. Technology and Second/Foreign Language Literacy • Selecting and Accessing Authentic Texts • Topic should be accessible to the learner • Length of text should not be intimidating to beginning readers • Linguistic level should be slightly above the reader’s own level (i+1) • Clues to meaning should be abundant – contextual, verbal, pictorial, linguistic Marjorie Hall Haley, PhD - GMU

13. Computer Assisted Language Learning (CALL) • Computer-Assisted Language Learning (CALL) explores the role of information and communication technologies in language learning and teaching. • Activities might include: *collaborative projects *games *simulations *peer-editing compositions *e-mail *web page design *computer adaptive testing *reinforcement of classroom material *speech processing software *web-based language learning Marjorie Hall Haley, PhD - GMU

14. Computer Assisted Language Learning (CALL) • Why Use CALL?: • Offers multi-modal practice with feedback • Allows for ease of differentiation in a large class • Useful for pair/small-group work on projects • Access to a limitless variety of resources that are adaptable to all learning styles • Permits exploratory learning with large amounts of language data • Builds real-life computer skills Marjorie Hall Haley, PhD - GMU

15. Games as Interactive Activities • Strategy games: • Require higher-order thinking skills and problem-solving skills • Logic games, role-playing games, board games • Twitch games: • Require quick reaction to stimuli • Psychomotor games, arcade games, games of chance Marjorie Hall Haley, PhD - GMU

16. Content-Based Language Teaching Through Technology (CoBaLTT) • In 1999, the Center for Advanced Research on Language Acquisition (CARLA) introduced CoBaLTT initiative, which offers a research center and technology-based professional development. • Lessons completed by the program participants can be viewed on-line at http://carla.acad.umn.edu/cobaltt Marjorie Hall Haley, PhD - GMU

17. World Wide Web Resources for Language Teachers • Agentive computer use • closed-ended rote practice • added peripherally to support instruction • Instrumental computer use • computers used for communication, activity and creativity • students are engaged in their language learning. Marjorie Hall Haley, PhD - GMU

18. Safeguards to ConsiderWhile Using the Web • Whacking or cache – site is copied, downloaded and stored on local storage • Blocking Programs – block certain sites and keep students within predesignated areas • Bookmarking – easy access to sites • Internet contracts – students sign Marjorie Hall Haley, PhD - GMU

19. Virtual Field Trips • WWW offers hundreds of links for museums/zoos/etc. • Guided tours • Scavenger hunts Marjorie Hall Haley, PhD - GMU

20. E-mail • Ways to Implement E-mail in the ESL/FL Classroom • Group E-mail Exchanges • One-on One E-mail Interaction • Listservs • Chatrooms • Newsgroups Marjorie Hall Haley, PhD - GMU

21. Videoconferencing/Distance Education • Classroom models • One-way video/Two-way audio • Two-way video/Two-way audio • Delivery Systems • Instructional Television Fixed Service • Digital Satellite System • Asynchronous Transfer Mode • TI – compressed video using existing phone lines • ISDN – newly installed phone lines Marjorie Hall Haley, PhD - GMU

22. Multimedia Technology • Computer-Mediated Communication • Asynchronous (e-mail) • Synchronous • MOO - a virtual environment where users represent their speech, emotions, actions and reactions by typing text into a window after a prescribed command • NetPhone, CU-SeeME Marjorie Hall Haley, PhD - GMU

23. Multimedia Technology • Why use video in an ESL/FL classroom? • Provides visual stimuli which can generate prediction, speculation, activation of background schemata • Exposes students to body rhythm and speech rhythm of target language • Offers contextual clues for increased comprehension • Offers teachers a teaching opportunity to ask display/referential questions Marjorie Hall Haley, PhD - GMU

24. Multimedia Technology • Electronic Texts • Useful in conjunction with national standards, goals and effective planning. • Advantages: • Autonomous learning • Increased motivation • Efficiency in productivity and record-keeping Marjorie Hall Haley, PhD - GMU

25. Technology and Assessment • Other Interactive Technology-Based Tools • TOEFL – paper or computer-based test • COPI/SOPI Marjorie Hall Haley, PhD - GMU

26. Technology and Standards • Meeting the ESL and ACTFL standards • Discovery learning through interaction with materials on the web leads to retention • Real world language use with e-mail, etc. • Technology and Diverse Learners • Allows you to reach more students whose learning styles and MI are at various levels Marjorie Hall Haley, PhD - GMU

27. Technology and Teaching Culture • Most software based on “heroes and holidays” approach to culture • Video best for presenting cultural content • Language use reflects culture • students gain sociocultural competence by recognizing and decoding signs in the target culture contexts Marjorie Hall Haley, PhD - GMU

28. Working in Differently Equipped Technology Facilities • The Multicomputer Classroom • Learner-centered or teacher-centered • Work at varying proficiency levels, preferred learning styles, MI Marjorie Hall Haley, PhD - GMU

29. Working in Differently Equipped Technology Facilities • The Computerless Classroom • Overhead projector • Cassette recorder • TV monitor • VCR • Slide projector • Shortwave/multiband radio • Telephones Marjorie Hall Haley, PhD - GMU

30. Working in Differently Equipped Technology Facilities • The One Computer Classroom • Portable scan converter –convert VGA signals for TV monitors, LCD projectors, and VCR • Learning stations • reading, listening, speaking, writing, games, culture, technology • number them and provide written directions, rubrics for self/peer assessment • create and maintain “master” notebook • explain rules/procedures before beginning • create method for creating/mixing groups Marjorie Hall Haley, PhD - GMU

31. Developments and Trends in Technology • Voice recognition • Devices for Internet access • Wireless Internet and Web – field trips and scavenger hunts • Handheld digital devices – skits/projects • E-books • Scanners • Education Web portals • Machine translation Marjorie Hall Haley, PhD - GMU