Presentation chapter xxiii ict

Presentation chapter xxiii ict

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  Chapter XXIII: internet technologies and language teacher education By Darren Elliot Presented by Ricardo Alonso Avendaño Claudia Yuliana Ramírez
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  Teacher Education (Woodward, 1991) Training Development Competency based Holistic Short-term Long-term One-off Temporary External agenda Internal agenda Skill/technique and knowledge based Awareness based/insights Compulsory for entry to the profession Non-compulsory Top-down Bottom-up Product/certificate weighted Process weighted Means you can get a job Means you can stay interested in your job Done with experts Done with peers Compulsory Voluntary
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  The internet, web2.0 and current practice
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   “Learning maybe being transformed, but teaching is changing as its own pace” (p. 440).  Educators might be less technolierate than their students (Prensky, 2001).  Moodle design based on social constructivist principles.
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  Computer-mediated Communication (CMC)
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  SITUATION: We need toestablish if and how the new styles of communication are different from what has gone before.
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  EXAMPLE Japes (personalcommunication, August 7, 2006) encountered a similar situation administering an online Diploma course; he found that his initial attempts to facilitate synchronous discussion groups was an impossible task, eventually settling on five trainees at one time with arranged turn- taking cues. Nunan claims that “some of the transcripts (from synchronous discussions) could easily have been from a classroom” (Nunan, 1999, p. 58),
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  PRACTICAL ISSUES
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  there is agrowing body of research investigating deeper cognitive and pedagogical benefits of Computer Mediated Communication in teacher education.
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  1) This kindof collaboration 1) on anonymous Internet promotes reflective practice in forums, it is generally trainees, and with less time understood that interaction pressure than in the can easily descend into conventional classroom setting, aggressive personal attacks learners are not only able to known as flaming. reflect more deeply, but actively encouraged to do so (Arnold & Ducate, 2006, p. 43). 2) Others emerging from CMC 2) the fact that communication is nature itself: not direct but mediated allows Formal preparation of participants to be more direct “virtual teachers. than they might otherwise be Accreditations.
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  MEANINGFUL EXPERIENCES Boon’s (2007) research into instant messaging and cooperative development is an interesting example of how in-service teachers can utilize free software for professional development. Boon reported success in the technique through instant messaging, with the main advantage being that teachers could take part across distance. It would be intriguing to know if the written yet instantaneous format had any effect on the reflective process.
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  APPLICATION FOR TEACHERS O the potential for self-directed and collaborative development online is immense enable previously isolated teachers to share techniques and data, enabling researchers to meet virtually as well as face-to- face.
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  WIKIS “collaboratively and incrementallyupdateable” websites (Lavin & Claro, 2006, p. 10). “learner” centred tool, WIKIPE consider issues from multiple perspectives DIA edit existing material from other contributors. a large-scale collaboration of knowledge in the field of Wikigog language teaching You CAN consider issues from multiple y perspectives googled To create and share spreadsheets, text documents or presentations ocs to store them online for portability and flexible access.
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  BLOGS Journal writing hasbeen popular in teacher education for some years, as a method for exercising or promoting reflection journal writing was beneficial in opening dialogue between PROS trainee and tutor or peers. Versatility; embed video clips, pictures, ETC Self publish & share anonymously with strangers without explicit training in how to keep a reflective journal, it appeared that students basically maintained their CONS starting level of critical reflection.
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  Tasks (Porter, etal. (1990, p. 228) 1. React to class discussions 11. Question the applications, motivations, uses 2. Describe class discussions or significance of what you have learned 3. Ask questions about readings/discussions 12. React to class demonstrations, observations, 4. Relate readings/discussions to your own teaching/tutoring experiences, etc experiences 13. Make connections between course content 5. React to something that you read and previous experiences you have had as a 6. Describe something that you read teacher, tutor, language learner etc 7. Argue for or against something that you read 14. Argue for/against a particular technique or 8. Explore pedagogical implications of procedure readings/discussions 15. Describe your progress or problems with the 9. Describe new knowledge you have obtained current assignment/exam 10. Fit new knowledge into what you already 16. React to the tutors’ evaluation of your last know assignment/exam
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  Meaningful experiences
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  Other benefits Computer –mediated communication Much more confident for shy trainees Building self-steem and sense of community Allows participants to be more direct. Potential of MUVE’s (3D Multiuser Virtual Environments) E.g: Second life (role- play/virtual worlds).
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  THANKS!