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BREAKING DOWN THE FOUR WALLS: MOBILE DEVICES IN CLASSROOM TEACHING

BREAKING DOWN THE FOUR WALLS: MOBILE DEVICES IN CLASSROOM TEACHING. Sean McMinn Yanlin Li Center for Language Education, HKUST 2012. Project Overview. Theories. Project Review. Questions?. Project Overview. Our Project. Our Action Plan .

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BREAKING DOWN THE FOUR WALLS: MOBILE DEVICES IN CLASSROOM TEACHING

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  1. BREAKING DOWN THE FOUR WALLS:MOBILE DEVICES IN CLASSROOM TEACHING Sean McMinn Yanlin Li Center for Language Education, HKUST 2012

  2. Project Overview Theories Project Review Questions?

  3. Project Overview

  4. Our Project

  5. Our Action Plan • This figure outlines the action plan for successfully meeting the objective and producing the deliverables.

  6. Theories

  7. T A teacher’s knowledge of pedagogy A teacher’s knowledge of the content to be taught A teacher’s knowledge of technology C P Content, Pedagogy, and Technology Knowledge

  8. T C P

  9. T C P

  10. Pedagogy can influence how content is delivered and created – so can technology. Content can influence pedagogy – so can technology. We may want to consider all three – as equal elements – during the process of curriculum design and material writing. T C P Mirsha, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6).

  11. Our E-learning vision ICT integration and curriculum design

  12. Pedagogical Content Knowledge Technological Content Knowledge ICT integration and curriculum design Technological Pedagogical Content Knowledge Technological Pedagogical Knowledge

  13. Task-Based Language Learning and Teaching

  14. An example of a speaking task enhanced with mobile devices

  15. Task-Based Language Learning and Teaching (TBLT) Lit. Review • “Meaning-based activities closely related to learners’ actual communicative needs and with some real-world relationship, in which learners have to achieve a genuine outcome (solve a problem, reach a consensus, complete a puzzle, play a game, etc.) and in which effective completion of the task is accorded priority.” • – Klapper, J. (2003) • “rich but comprehensible input of real spoken and written language in use, use of the language to do things (i.e. exchange meaning), motivation to listen and read language and to speak and write it, and instruction in language; less emphasis is placed in the instruction” • – Willis, J. (1996)

  16. Lit. Review

  17. Blended learning Lit. Review “The combination of instruction from two historically separate models of teaching and learning: traditional F2F learning systems and distributed learning systems. It also emphasizes the central role of computer-based technologies in blended learning.” – Graham, C. R. (2006) Mobile learning “Today's students carry fewer devices but enjoy increasing levels of interaction, connectivity, speed, and functionality. Their lives are integrated into the systems to which they enjoy instant and constant access. Their personal approach and unbounded mobility enable them to remain connected and engaged, almost without restriction - and that is the way they want it.” – Bielec, J. A. (2010)

  18. Project Review

  19. Project Review • Project objectives • Skills to be improved • Project progress • Our findings • What’s next?

  20. Project Objectives • To develop, implement and test task-based language learning and teaching (TBLT) methodology with mobile devices connected to the HKUST wireless network and classroom computer terminals. • To enhance student-student and student-teacher collaboration and communication throughout various stages in the TBLT methodology (pre-task, task, language focus, and post-task). • To enable teachers to give prompt and appropriate feedback based on students’ immediate needs.

  21. Mobile Devices in the Classroom • Three main functions: • Teachers and students have access to multimedia content to assist with pre-task and language focus activities. • Students have mobile devices to collaborate and create content to complete tasks. • Students and teachers have the capability to share their creations for review and revision during post-task phases.

  22. Mobile Devices Beyond the Classroom • Two ways to extend learning: • By providing access to information, online communities, and resources for students normally inaccessible without the devices. • By creating opportunities for students to participate in out-of-classroom tasks, either with the device or through the artifacts created by the device.

  23. We Aim to Reach: • Collaboration • Connectivity • Interactivity • Motivation • Flexibility • Efficiency Mobile Devices

  24. Skills to Be Improved iPad usage of improving language skills • Speaking • Listening • Reading • Writing

  25. Project Progress:App Library • A Sample Folder of App Library

  26. Project Progress: Tailored User Guides • A Sample User Guide (iMovie App)

  27. Project Progress: Student-Centered Learning Projects • Project Sample 1: A group of students comment on their peer’s work. (Educreations App) • Cloud-based Educreations Course Website: • http://www.educreations.com/course/lessons/526067/

  28. Project Sample 2: An instructor gives feedback on a student’s work. (Explain Everything App) • Language Center online Learning Platform: • Teachers posted feedback on Buddy Press Class Blog • http://discuss.ust.hk/bp/lang1001t14/2012/03/08/feedback-on-paragraphs-from-unit-1-task-5/

  29. Project Sample 3: A group of students compare and contrast different generations in their own documentary. (iMovie App) • Language Center online Learning Platform: • BuddyPress Class Blog linked to students’ projects • http://discuss.ust.hk/bp/lang1001t21/

  30. Our Findings:

  31. A Sample Class Observation Report

  32. What’s next • To expend app library. • To experiment more on utilizing iPad to improve listening, reading and writing skills. • To focus more on finding out, in a long term, whether students get motivated to learn with iPads after the novelty period at the beginning of this project.

  33. Reference • Bielec, J. A. (2010). What's in, what's out. University Business, 75(8), 22-24. • Mirsha, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6). • Nunan, D. (2005). Task-based language teaching. Ernst KlettSprachen. • Willis, J., & (Harlow, E. L. (1996). A framework for task-based learning (Vol. 2001). Longman. • Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal, 27(1), 33–42. • Graham, C. R. (2006). Blended learning systems. In C. Bonk (Ed.), The handbook of blended learning. Global perspectives and local designs (pp. 3-21). San Francisco: Pfeiffer.

  34. Questions?

  35. FAQ • Is iPad a DISTRACTION or not? • Is using iPad in class a WASTE OF TIME or not? • Why should I use it for my class?

  36. Thank You! Sean McMinn Senior Instructor Center for Language Education, HKUST lcmcminn@ust.hk

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