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Technology and language teacher education: the changing scene

Technology and language teacher education: the changing scene. gary.motteram@manchester.ac.uk.

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Technology and language teacher education: the changing scene

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  1. Technology and language teacher education: the changing scene gary.motteram@manchester.ac.uk

  2. Every student needs the ability to navigate through the 24/7 information flow that today connects the global community.  For students to thrive in a world enabled by information technology, we must give them the skills to make sense of and use the information that engulfs them. They need to know how to learn new skills as quickly as technology creates new challenges.  http://www.nea.org/technology/index.html

  3. The government is spending more than £1bn putting computers and internet connections into England's schools by 2002. http://news.bbc.co.uk/1/hi/talking_point/forum/737533.stm

  4. What has been the impact of technology on language learning?

  5. Salaberry, M. R. (2001) “The use of technology for second language learning and teaching: A retrospective.” MLJ, 85/1. Audiovisual media – audio: radio – 1934 for distance learning & 1972 for bringing in language from “all over the world” Telephone – 1988“telephone assisted language programme” phonograph – 1918 & 1921 for pronunciation and intonation

  6. Salaberry, M. R. (2001) “The use of technology for second language learning and teaching: A retrospective.” MLJ, 85/1. Audiovisual media – audiovisual:

  7. What about computers?

  8. Bax, S. (2003) “CALL—past, present and future.” System, 31.

  9. Salaberry, M. R. (2001) “The use of technology for second language learning and teaching: A retrospective.” MLJ, 85/1. • Is increased technological sophistication correlated to increased effectiveness to achieve pedagogical objectives? • What technological attributes specific to new technologies can be profitably exploited for pedagogical purposes? • How can new technologies be successfully integrated into the curriculum? • Do new technologies provide for an efficient use of human and material resources?

  10. 1984 – I arrive at Manchester as a student 1988 – Summer Schools and DL start (MEds) 1992 – MEd in Educational Technology and ELT begins 1996 – First fully online course 2005 – MA TESOL and Educational Technology and TESOL http://www.education.manchester.ac.uk/

  11. 1988Educational technology for ELTVideo in language learningComputer Assisted Language LearningComputers and video as a resource 2006 Language learning and technologyMultimedia in language educationCourseware development in distributed learningTeaching and learning online

  12. Slaouti, D. and Motteram, G. (2006) “Reconstructing practice: Language teacher education and ICT”. In a collection edited by Phil Hubbard and Mike Levy published by John Benjamins. Narrative research Aimed at capturing the experiences of teachers who have taken/ are taking our programme Both face-to-face and distance Both teachers from overseas as well UK teachers working in the UK, or overseas

  13. Example student starting points: Motivation (intrinsic and extrinsic): I felt instinctively that the ELT sector would increasingly embrace technology and that this therefore, was a burgeoning sector, and one I wished to be involved in ... I was particularly pleased that there was a practical component to the course and that I would learn how to create my own educational software materials. [Scandinavia, 2002] My authorities expected teachers to be able to exploit effectively the equipment being acquired at that time. [Mexico, 2003] Desire for skills and knowledge development: [I hoped] the programme would develop my knowledge and skills in this area, so that language learning would be a more “real-life” activity. [Greece, 2004]

  14. What should the knowledge base consist of? How is this formulated in our MA programme? Shulman (1986) established the following categories: Content or subject knowledge General pedagogic knowledge Curriculum knowledge Knowledge of learners Knowledge of educational contexts Knowledge of educational ends

  15. Learning outcomes for Computers, Language and Context • Develop an ability to think critically about developments in the use of technology in the ELT field • Understand issues relating to effective use of technology in distributed learning • Understand the impact of technology on roles of teachers and learners in online and independent learning contexts • Identify teacher development needs with respect to technology in widening educational contexts • Have a general understanding of approaches to researching technology in context Learning & Teaching Processes (to allow students to achieve intended outcomes) Online input: distance learning and the impact of technology on flexible learning and implications for learner autonomy; the nature of teaching and learning online; the demands of changing technological horizons on teacher development; the nature of research into online learning. Group problem solving; online discussion in synchronous and asynchronous tools; individual and group enquiry; reflective tasks; diaries/learning logs/BLOGs; data analysis using technologies e.g. concordancers Assessment (of intended outcomes) a) A reflective review of learner experiences over the module, analysing learning log and electronic discussions data gathered throughout the module b) An in-depth critical review of an area of interest or of specific relevance to the student and consideration of implications for practice

  16. Encouraging metacognitive processes Through reflection, I had the opportunity to express my feelings, become aware of my teaching situation and its implementation into my teaching situation and thinking of the way to adapt it into my own teaching situation. My reflection as well as hearing from classmates on practice helped me a lot to change my way of thinking in a positive way and start to think more positively and more widely with confidence. [Greece, 2003]

  17. Conscious articulation over time I think this realization that I could have passed more of the learning responsibility over to the students, in part characterizes my thinking. A combination of course units, both technology-related and focussing on ELT made me reconsider the role I played as a teacher. When I was teaching, I didn’t consider my approach to be teacher centred; I prided myself on my limited ‘teacher talk time’. In retrospect, it probably was. My Presentation, Practice, Production approach didn’t provide students with sufficient opportunity to explore and discover aspects of language themselves. The knowledge gained in that first term gave me ideas as to how that might be done via technology and the scope it offers for more student centred learning. [UK, 2004] …then I started seeing this programme differently. As I’ve previously mentioned, my goal was to learn how to incorporate technology into my teaching procedure but then, that changed. I was more interested to learn why I should use it, how to evaluate a piece of software, what my pupils can gain out of it. [Greece, 2004]

  18. Assessment as a metacognitive process As a graduate I am now the last to jump into any new fashionable technology before reflecting on the real possibilities it may have, and the impact it will have on my students. I think I gained that from the various assignments I had to deliver in which critical thinking and justification was required. [Oman, 2002] Sometimes I felt that I was “lost”. In particular, when I had to decide upon the teaching-learning context in my assignments, the appropriacy of various applications and their rationale (for instance, choosing frameworks), it was very challenging. But, at the same time it was an intriguing experience. Although in some assignments I didn’t do very well, I learnt that by putting down my thoughts, some things became clearer. [Greece, 2004]

  19. Some recently produced web materials Pages introducing Interactive whiteboards Listening materials Reading materials General language materials aimed at ESOL students in the UK Moodle materials

  20. New technologies on the block (Normalisation?)

  21. Some examples of what we do: https://blackboard.manchester.ac.uk/webct/entryPageIns.dowebct http://web-1.humanities.manchester.ac.uk/mdl2/ http://blogs.humanities.manchester.ac.uk/mewssgjm/

  22. Salaberry, M. R. (2001) “The use of technology for second language learning and teaching: A retrospective.” MLJ, 85/1. • Is increased technological sophistication correlated to increased effectiveness to achieve pedagogical objectives? • What technological attributes specific to new technologies can be profitably exploited for pedagogical purposes? • How can new technologies be successfully integrated into the curriculum? • Do new technologies provide for an efficient use of human and material resources?

  23. gary.motteram@manchester.ac.uk

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