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PowerPoint Presentation, Guichon, Eurocall CMC Teacher Education SIGs, 2011, Barcelona

PowerPoint Presentation, Guichon, Eurocall CMC Teacher Education SIGs, 2011, Barcelona

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  • The use of ICT is a social practice that needs to be envisaged from social, historical and material perspectives
  • I won’t present all the data as it would take too long
  • Why should Ict tools be absolutely used by every « good » teacher? Because it’s today’s fashion?Do language teachers really have to become computer experts? It’s neither my taste nor the core of my job. Sometimes, one feels it’s a matter of trying to please students. But why shoud we feed them with the Internet while they already spend hours in front of their computers at home. Shouldn’t our profession be concerned with developing curosity and a taste for effort as well as trying to meet the highest standards?
  • Tradtional models, which are more oriented towards transmission and the development of reception skills, are still very much in favour among teachers  hence the success of the IWB (see Cutrim Schmid)
  • to assess the appropriation process and the sucess or failure of teacher training A future European project (Regine Hampel) will help compare the appropration in different countries and determine the nature of the obstacles

CMC Teacher Education SIG Presentation; Guichon CMC Teacher Education SIG Presentation; Guichon Presentation Transcript

  • How ready are French language teachers to integrate ICT into their professional practice? Barcelona, CMC & Teacher education workshop Nicolas Guichon
  • Introduction
    • French teachers are currently faced with
    •  institutional recommendations that estimate the competent use of ICT tools as indispensable,
    •  diffuse pressure that poses the use of ICT as a priority for « modern » teaching
  • Different functions of technology for L2 learning and teaching Function of technology Examples Control exercised by 1. Manage classes and prepare courses Administration tools, Internet sites The teacher 2. Broadcast Interactive whiteboard The teacher, sometimes the learners 3. Create et edit resources Publishing software The teacher, sometimes the learners 4. Communicate online Email The learners, sometimes the teacher 5. Collaborate and interact online Videoconferencing The learners
  • ICT appropriation (1)
    • Difference between a punctual use of a given tool and appropriation.
    • Appropriation occurs when there is the development of a new pedagogical culture (e.g. integrating ICT tools into a scenario, assessing computer-supported activities)
  • ICT appropriation (2)
    • Cannot be reduced to the substitution of one means by another but it entails
    • - a new organisation of teaching;
    • - a modification of pedagogical interactions;
    • - the adoption of a new teaching stance
  • Research questions
    • Is there a discrepancy between social appropriation of ICT tools and pedagogical appropriation?
    • What is the pedagogical use of ICT by language teachers?
    • What are the main obstacles to appropriation?
    • The survey was sent to all high schools of the Lyon region
    • 180 questionnaires were gathered in 4 weeks (answer rate: 12.8%).
    • 82.2 % are women and 17.8% men.
    • Good repartition in terms of age brackets in the sample
    • Open-ended questions
    • No all data presented here
  • Personal use of ICT Every day 1 or 2 /week 1 to 3 times / month never To send email 79.4% 15.0% 4.4% 1.1% To use the internet for practical reasons (booking, banking, etc.) 66.1% 26.1% 5.6% 2.2% To download sound or video files 11.1% 21.7% 33.3% 33.9% To participate in social networks (Facebook, union online forum, etc.) 12.8% 18.3% 17.2% 51.7% To chat online (Skype, MSN) 11.7% 11.1% 18.9% 58.3%
  • Degree of appropriation of ICT tools for personal purposes Number % Punctual users <0 - 6> 37 20.6% Regular users <7 - 12> 108 60.0% Keen users <13 - 18> 35 19.4% Total 180
  • Intensit y of use of ICT tools to develop learners’ language competences never rarely quite often regularly Listening 25.0% 32.2% 23.9% 18.9% Reading 27.9% 39.1% 23.5% 9.5% Writing 43.3% 38.3% 11.1% 7.2% Speaking 45.6% 28.3% 13.9% 12.2% Interacting 49.4% 35.0% 9.4% 6.1% Developing intercultural skills 30.0% 36.1% 21.7% 12.2%
  • Actual or intended use of ICT tools for teaching Yes No No, but I would like to try Enrich courses with authentic documents 87.8% 4.4% 7.8% Make learners carry out online research 83.3% 6.7% 10.0% Set up a telecollaborative project 10.0% 37.2% 52.8% Start a class blog and use it in a pedagogical sequence 1.7% 57.2% 41.1% Start a class forum and use it in a pedagogical sequence 3.9% 71.7% 24.4% Start a class wiki and use it in a pedagogical sequence 2.2% 79.4% 18.3%
  • Degree of appropriation of ICT tools for pedagogical purposes Number % Reluctant users <0 - 4> 67 37.2% « Voluntarist » users <5 - 8> 102 56.7% Enthusiast users <9 - 18> 11 6.1%
  • Perceived obstacles to explain teachers’ reluctance to use ICT tools No, not at all 2 3 4 Yes, absolutely Lack of pedagogic pertinence 42.8% 24.4% 21.1% 10.6% 1.1% Lack of equipment 12.2% 12.2% 25.6% 18.9% 31.1% Lack of support 7.2% 18.3% 26.1% 21.7% 26.7% Lack of time 3.3% 7.2% 19.4% 28.9% 41.1% Lack of training 10.0% 13.3% 24.4% 26.1% 26.1%
    • 1. Why should ICT tools be absolutely used by every « good » teacher? Because it’s today’s fashion? Do language teachers really have to become computer experts ? It’s neither my taste nor the core of my job . Sometimes, one feels it’s a matter of trying to please students . But why should we feed them with the Internet while they already spend hours in front of their computers at home. Shouldn’t our profession be concerned with developing curiosity and a taste for effort as well as trying to meet the highest standards ?
    • 2. The main reason that prevents me from using ICT tools in class is the lack of time. I do not feel competent enough to use these tools efficiently. I’m afraid to waste valuable class time and I do not feel confident .
  • Main findings (1)
    • One third of respondents express either rejection or reluctance to integrate ICT into their practice
    •  If the use of ICT tools is more developed among younger teachers, using them for pedagogical purposes requires 6 to 7 years.
    •  making tools available in schools is important but does not ensure that teachers will use them competently
    •  adopting ICT tools requires to negotiate new stances, accept to lose some control over the pedagogical situation (Tarone & Allwright, 2003: Walsh, 2002)
  • Main findings (2)
    • The potential of ICT tool to develop writing, speaking and interacting is still largely neglected by teachers
    • ICT tools are usually exploited as a support to the teacher’s speech, as a way to focus learners’ attention
    • Telecollaborative projects could work as a good introduction to the use of CMC
    • Working towards ICT appropriation should still remain on the agenda of CALL researchers
  • Conclusion
    • If ICT tools are not really appropriated by secondary school language teachers, a few signs of change can yet be detected.
    • Such a survey would deserve to be administered every 5 years
    • How specific is the French situation ?
    • Current study on 17-year olds and comparison with these data.
  • Thanks!
    • http://nicolas.guichon.pagesperso-orange.fr/
    • Université Lumière Lyon 2 – Laboratoire ICAR
    • Guichon, N. (2011). L’intégration des technologies dans l’enseignement des langues . Paris : Didier.
  • Formation TIC / ancienneté dans le métier d'enseignant <0 - 2> <3 - 5> <6 - 10> <11-20> <21-30> <31 +> Total Oui, en formation initiale 71,4 78,6 32,7 19,3 9,1 22,2 30,6 % Oui, en formation continue 14,3 21,4 40,4 64,9 59,1 29,6 45,2 % Non jamais 14,3 26,9 15,8 31,8 48,1 24,2 % Total (%) 100,0 100,0 100,0 100,0 100,0 100,0 100 % Effectif 13 12 47 54 22 26 174