Metodi i pristupi u nastavi engleskog jezika

1. Metodi i pristupi u nastavi engleskog jezika Week 13

2. Emerging Uses of Technology in Language Teaching andLearning

3. There are two main ways to think about technology for language learning: • Technologyas providing teaching resources and • technology as providing enhanced learningexperiences. • For years,the technology may have only been chalk and a blackboard. • Later, film strips, audio,and video recording and playback equipment were additions to the technological toolsavailable to many teachers.

4. Today we have digital technologicalresources: • Smart boards • The Internet (world wide web - has enabled teachers to find authentic written, audio,and visual texts on most any topic imaginable.) • Computers (access online dictionaries, grammar and stylecheckers) • Concordances

5. Technology is no longer simply contributingmachinery or making authentic material or more resources available that teachers canuse; it also provides learners with greater access to the target language. • As a result, ithas the potential to change where and when learning takes place. • Furthermore, it caneven shape how we view the nature of what it is that we teach.

6. Rapid evolution of communication technologies has changed language pedagogy and language use, enabling new forms of discourse, new forms of authorship, and new ways to create and participate in communities. (Kern 2006: 183)

7. Technology also allows teaching to be tailored to the individual to a greater extent than is normally possible. • The new meaning of social interaction • the ability to link students through networked computers • What technology makes possible is: • greater individualization, • social interaction, • reflection on language, • greater student motivation.

8. Technology contributes to reshaping our understanding of the nature of language: Language is not a fixed system. Instead, it is always changing and being changed by those who use it. (Larsen-Freeman and Cameron 2008)

9. A Blog • A blog (an abbreviation of web+log) is a personal online journal. • The author of the journal can update it as often as he or she desires with personal reflections or by adding material from other sources.

10. A Social Networking Site • Social networking sites include Facebook, Myspace, LinkedIn, to name a few of the dozens that are in existence. • The purpose of such sites is for participants to share thoughts, activities, photos, videos, and links to websites with others whom they are connected to through their social network site. • YouTube • YouTube is a website where one can watch and share short videos

11. Computer-assisted Language Learning Software • There is a wide variety of Computer-assisted Language Learning (CALL) software (computer programs) and/or websites available for use by language learners. Some of the CALL programs are open source, which means that they are free and can easily be downloaded onto individual computers; others can be purchased. • Some CALL programs focus on specific elements of language such as vocabulary or grammar practice. Others have a reading comprehension focus or provide guidance and practice for improving pronunciation. • As with any materials for teachers or learners, there is a range of quality and usefulness among CALL programs.

12. Digital Portfolios • The European Language Portfolio is a standardized portfolio assessment tool that students can use to document their language learning experience and proficiency.

13. Distance Education • most research suggests that blended or hybrid instruction, which is some combination of face-to-face and distance education, is better than total distance education, obviously distance education is better than having no opportunity to study a language at all.

14. Electronic Chatting • Electronic chatting is a synchronous activity: At least two people must be online simultaneously in order to chat. While the great majority of chats are in writing, there is also a fast-growing number that also offer voice or video communication. Skype is perhaps the best known example

15. E-Pen Pals • Once the use of e-mail became somewhat common, it was natural to use it for communicating with electronic or ‘e-pen pals.’ • Sometimes, the pen pal connections originate out of relationships between ‘sister schools,’ extended family ties, or the personal networks of language teachers. • Similar to the original pen pal idea, students are encouraged to share in writing about themselves, their lives, and their cultures in the target language.

16. Cell Phone-based Applications • With the rapid expansion of the use of cell or mobile phones throughout the world, language learners have found new ways of learning. • Users of text messaging and Twitter have developed their own form of language. • The language used is typically informal, where the written language ‘sounds’ more like spoken language. For example, ‘R U OK?’

17. Conclusion • Technology is always evolving, and new forms of connection are constantly being developed. • the use of technology is not any more neutral than any other method or medium • there is no doubt that technology will have an increasing presence in education • teachers should be knowledgeable about technology, and if they choose to use it, they should do so in pedagogically sound ways

18. … if [technology] is to be a positive force in education, [it] should not be cast as an alternative to classroom teaching, or as replacing the teacher, but as a tool that facilitates meaningful and challenging classroom work… (van Lier 2003: 2) • With this in mind, can you see yourself integrating the use of technology with your teaching approach?

19. Class example: Handout – Technology in language learning • CONCLUSION • Take a look at the handout and answer the following questions: • What are the goals of teachers who use the technology in classroom? • What is the role of the teacher? What is the role of the students? • What are some characteristics of the teaching/learning process? • What is the nature of student-teacher interaction? What is the nature of student-student interaction? • How are the feelings of the students dealt with? • How is the language viewed? How is culture viewed? • What areas of language are emphasized? • What is the role of student’s native language? • How is evaluation accomplished? • How does the teacher respond to student errors?