Supporting_Teachers_to_use_ICT_EnhancedLearning

The heat is still on Karen Haines May 07 Unitec Image downloaded 18/04/07 from http://www.joe-ks.com/archives_nov2004/HotSeat.jpg

Institutional roles Functional roles Preservice classroom teacher In-service classroom teacher CALL specialist (expert/adjunct) CALL professional (expert/adjunct) Practitioner Developer Researcher Trainer Hubbard and Levy (2006) Teacher Education in CALL John Benjamins Publishing Co   

Questions to think about today What do teachers need to know in order to integrate CALL into their classroom teaching? How can we support them? How can teacher education keep up with changes in technology? successfully

Research Wozney, Venkatesh & Abrami (2006) Most important issues in terms of teacher motivation expectancy of success perceived value Teacher motivation equation (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use

Research Wozney, Venkatesh & Abrami (2006) a) Teacher motivation equation (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use Predictors of teacher use of technology in the classroom personal use of computers outside of teaching activities technology training student access to computer resources teaching style (student-centred approach)

Research Wozney, Venkatesh & Abrami (2006) a) (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use Predictors of teacher use of technology in the classroom personal use of computers outside of teaching activities c) Purpose instructional communicative organizational analytical/programming recreational expansive creative expressive evaluative informative

Hampel & Stickler (2005) online language teaching Specific technical competence for the software Basic ICT competence Dealing with constraints and possibilities of the medium Online socialization Facilitating communicative competence Creativity and choice Own style

Haines & Saavedra - blogs as output/interaction Basic ICT competence Specific technical competence for the software Dealing with constraints and possibilities of the medium Online socialization Facilitating communicative competence Creativity and choice Own style

Hubbard and Levy (2006) Teacher Education in CALL John Benjamins Publishing Co Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical

Bloom’s taxonomy of cognitive skills Creating Evaluating Analyzing Applying Understanding Knowledge

Godwin-Jones (2002) Knowledge Software use Hardware basics Content management and course web sites Presentation and authoring software Use of digital media Multimedia formats and players Understanding of networks Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical

Chapelle and Hegelheimer (2004) Knowledge Hardware and software acquisitions Personnel and staffing of a language lab Familiar with the internet and have a good understanding of communication tools Research and development possibilities Materials development, display and exchange Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical

Levy (1997) Understanding Knowledge Students graduating from Holistic courses in CALL will have a strong sense of how CALL has evolved and an understanding of the theories and perspectives that have contributed to its development… Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical holistic view expert user’s view

Levy (1997) Understanding Knowledge … Not only will students have a clear idea of current practice, but through an appreciation of underlying principles, they will be in a position to accommodate new developments as they occur in the future. Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical holistic view expert user’s view

Bancheri (2006) Understanding Knowledge a clear understanding of the way different technologies work so that they can give pedagogically sound input to the creators of the new courseware. Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical holistic view expert user’s view

Meskill, Mossop, DiAngelo and Pasquale (2002) novice Ts experienced Ts Applying Understanding Knowledge machine ……………………………………………… learners self ……………………………………………… student learning managing …………………………………………empowering product ……………………………………………… process

Pennington (2004) Analyzing Applying Understanding Knowledge  trouble shooting access assessment We need to be involved in deciding issues of ‘appropriate’ access for our students to electronic tools, including the Internet, and in developing criteria and standards for assessing new types of work produced in the context of IT

Thomas et al (1998) Analyzing Applying Understanding Knowledge  trouble shooting access assessment innovation + existing practice Effective integration of new technology requires an understanding of the whole education process and a critical examination of its functions. On one hand, the innovation must be integrated with existing practice. On the other, we must seek to improve practice rather than simply translate it…

Bancheri (2006) teacher training = a) evaluate b) use and create Evaluating Analyzing Applying Understanding Knowledge Evaluate what? Software Courseware Language websites

Susser and Robb (2004) Evaluating Analyzing Applying Understanding Knowledge Evaluation criteria language acquisition ESL materials design learner profile and learning styles courseware and multimedia instructional design online courseware instructional design

Dexter, Doering and Riedel (2006) Kazeroni (2006) Creating Evaluating Analyzing Applying Understanding Knowledge Adapt See potential software course course content Create from scratch

Questions to think about today What do teachers need to know in order to integrate CALL into their classroom teaching? How can we support them? How can teacher education keep up with changes in technology? changes

Chylinski (2005) Autonomous teachers Knowledge Choice Reflection inductions workshops team teaching classroom observations one-to-one sessions Workplace practice Knowledge Choice Reflection

Learning Use technology to learn about technology Focus on integration rather than use (Dexter et al, 2006) Takes time http://www.asapm.org/newimages/meeting.jpg

Support Access Raise expectancy and value levels Cost Flexible curriculum Involve users in decision making (Levy and Stockwell, 2006)

Community of Practice Peers Opportunity for reflection Opportunity for research

Questions to think about today What do teachers need to know in order to integrate CALL into their classroom teaching? How can we support them? 3. How can CALL teacher education keep up with changes?

Carrier 2007 ‘ There is a danger that new commercially produced learning materials, based on these new technologies, will force teachers into planning their lessons around the technology, rather than vice versa. In other words, teachers need to embrace the technology to ensure that they design lessons that make the most of it, rather than be dominated by teaching materials that force them to use it.’ [email_address] Creating Evaluating Analyzing Applying Understanding Knowledge http://olliebray.typepad.com/olliebraycom/images/teacher_cartoon.gif

Supporting_Teachers_to_use_ICT_EnhancedLearning

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