CALL, TELL, ICT as Resources for Material Design<br />
Agenda<br />Definitions<br />Beliefs<br />Purposes<br />Justifications<br />Conditions<br />Pedagogical implications<br />...
Definitions - CALL<br />CALL (Computer-assisted Language Learning) <br />An approach in ILT (Information and Language Tech...
Definitions - ICT<br />ICT (Information and Communications Technologies)<br />The merging of telephone networks with compu...
Definitions - TELL<br />TELL (Technology Enhanced Language Learning)<br />The possibilities offered by the Internet and co...
Devices and Applications<br />
Some tips to remember…(LUCERO, 2011)<br />Consider clearly the use of tech in your language class, it must not be used sim...
What justifies the use of CALL, ICT, and TELL?<br />Consider then…<br />The learners<br />The teacher<br />The content <br...
What justifies the use of CALL, ICT, and TELL?<br />Learner’s level<br />Allow learners to work individually, at their own...
Teacher’s level<br />Introduce a great variety of contexts, language, activities, tasks, exercises.<br />Exemplify authent...
Content and Context level<br />Provide more content dynamism and context attractiveness.<br />Work with situational-visual...
Excellent justifications, but…<br />Where to start at?<br />
To start, make yourself these questions about your learners?<br />How many learners use CALL, ICT, TELL daily?<br />What C...
Now, make yourself these questions about teachers?<br />How proficient are teachers with CALL, ICT, TELL?<br />How often /...
Then, make yourself these questions about the content?<br />What language is being portrayed in the CALL, ICT, TELL used?<...
Finally, make yourself this questions about your context?<br />How equipped is the institution you work for to use CALL, I...
Pedagogical Considerations(Stepp-Greany, 2002)<br />1. What is the teacher/learner perception of technology?<br />Implemen...
Pedagogical Considerations<br />2. What is the nature of the multimedia equipment?<br />Passive Learning (Jonassen, 2000)<...
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Presentation call, tell, ict as resources for material design

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This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level

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Presentation call, tell, ict as resources for material design

  1. 1. CALL, TELL, ICT as Resources for Material Design<br />
  2. 2. Agenda<br />Definitions<br />Beliefs<br />Purposes<br />Justifications<br />Conditions<br />Pedagogical implications<br />call<br />ict<br />teLl<br />
  3. 3. Definitions - CALL<br />CALL (Computer-assisted Language Learning) <br />An approach in ILT (Information and Language Technology) to language teaching and learning in which the computer is used as a substantial interactive aid for reinforcement and assessment in applications for language teaching and learning.(Levy, 1997)<br />
  4. 4. Definitions - ICT<br />ICT (Information and Communications Technologies)<br />The merging of telephone networks with computer networks likened to an individual able to interact purposefully with its surrounding realities which are perceived and modified by various receptors and effectors. (Semenov, 2005) <br />
  5. 5. Definitions - TELL<br />TELL (Technology Enhanced Language Learning)<br />The possibilities offered by the Internet and communication technology for reinforcement in applications for language learning and teaching.(Levy, 1997)<br />
  6. 6. Devices and Applications<br />
  7. 7. Some tips to remember…(LUCERO, 2011)<br />Consider clearly the use of tech in your language class, it must not be used simply because it is in vogue.<br />Don’t think that just for using tech your students will be more language proficient.<br />Tech does not solve your problems with language teaching and learning. It is only a complement to enhance classroom work.<br />
  8. 8. What justifies the use of CALL, ICT, and TELL?<br />Consider then…<br />The learners<br />The teacher<br />The content <br />The context<br />(Lucero, 2011)<br />
  9. 9. What justifies the use of CALL, ICT, and TELL?<br />Learner’s level<br />Allow learners to work individually, at their own pace, with their own needs.<br />Allow learners to experience new language and contexts.<br />Provoke motivation and interaction with multimedia.<br />Promote self-monitor and self-assessment for the activities and the learning process.<br />
  10. 10. Teacher’s level<br />Introduce a great variety of contexts, language, activities, tasks, exercises.<br />Exemplify authentic language in use in natural situations and settings.<br />Contribute to create in the learners new perspectives of life and interests.<br />
  11. 11. Content and Context level<br />Provide more content dynamism and context attractiveness.<br />Work with situational-visual contexts and contents.<br />Present verbal and non-verbal elements of language.<br />Allow geographical dispersed communication.<br />Allow mobile technology (class, on foot, home)<br />
  12. 12. Excellent justifications, but…<br />Where to start at?<br />
  13. 13. To start, make yourself these questions about your learners?<br />How many learners use CALL, ICT, TELL daily?<br />What CALL, ICT, TELL do your students use daily, and what for?<br />How often / long do your learners get in touch with CALL, ICT, TELL?<br />What abilities do your learners display when using CALL, ICT, TELL?<br />(McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007, Lucero, 2011)<br />
  14. 14. Now, make yourself these questions about teachers?<br />How proficient are teachers with CALL, ICT, TELL?<br />How often / long do teachers get learners into the use of CALL, ICT, TELL?<br />What CALL, ICT, TELL do teachers use for language learning and use?<br />How do teacher use those CALL, ICT, TELL for language learning and use?<br />(McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007, Lucero, 2011)<br />
  15. 15. Then, make yourself these questions about the content?<br />What language is being portrayed in the CALL, ICT, TELL used?<br />What situational-visual context is displayed in the CALL, ICT, TELL used?<br />How authentic and variable is the content shown in the CALL, ICT, TELL used?<br />How accountable is the content of the CALL, ICT, TELL used?<br />
  16. 16. Finally, make yourself this questions about your context?<br />How equipped is the institution you work for to use CALL, ICT, TELL?<br />How much available is this equipment?<br />How CALL, ICT, TELL use is evaluated?<br />By whom?<br />What cognitive and socio-affective conditions for language teaching and learning are taken into account for using CALL, ICT, TELL?<br />Who evaluates them?<br />(McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007, Lucero, 2011)<br />
  17. 17. Pedagogical Considerations(Stepp-Greany, 2002)<br />1. What is the teacher/learner perception of technology?<br />Implementing<br />Resistance<br />proficiency<br />Digital immigrant / Technogeek<br />Technophobe<br />Digital native / techsavvy<br />Teacher’s<br />Learner’s<br />To technology<br />How and when the outside e-world is putting into the classroom<br />(Dudeney & Hockley, 2007)<br />What sequence is used for this (Pre-use, using, post-use)<br />Who controls what to do and with what methodology<br />
  18. 18. Pedagogical Considerations<br />2. What is the nature of the multimedia equipment?<br />Passive Learning (Jonassen, 2000)<br />Interactive<br />but impersonal<br />Stimuli-Action<br />Repetitive tasks<br />Considerations <br /><ul><li>Teacher
  19. 19. Learner
  20. 20. Content
  21. 21. Context</li></ul>3. Who<br /> How<br /> How often<br />CALL, ICT, TELL tasks are evaluated?<br />Under what criteria?<br />Teacher<br />Learner<br />Answer key<br />Worksheet <br />Interviews<br />Surveys<br />Portfolio<br />Test<br />Completeness<br />Quality /Quantity<br />Self-correction<br />
  22. 22.
  23. 23. References<br />Antonini, M. (2004). Designing activities for video materials. Workshop presented at the 22nd annual TESOL convention. Caracas, Venezuela.<br />Barbero, M.J. (1987). Innovacióntecnológica y transformación cultural, TELOS, N-9, Madrid.<br />Clavijo, A. and Quintana, A. (2004). Maestros y Estudiantesescritores de Hiperhistorias. CALJ, Universidad Distrital Francisco Jose de Caldas.<br />Crystal, D. (2001). Language and the Internet. Cambridge University Press.<br />Dudeney, G. and Hockly, N. (2007). How to Teach Englihs with Technology. England: Longman.<br />Jonassen, , D.H. (2000). Computers as Mindtools for Schools: Engaging Critical Thinking. 2nd Edition. Upper Saddle River, NJ: Prentice Hall.<br />King, A. (1993). From Stage on the Stage to Guide on the Side. College Teaching, 41(1).<br />Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press.<br />Long, M. and Doughty, C. (2003). Optimal Psycholinguistic Environments for distanced foreign language learning. Language Learning and Technology 7(3): 50-80.<br />Lucero, E. (2011). Refelctive points in the application of technology in the language classroom. 2nd International Colloquium in Teaching Foreign Languages. Universidad Distrital Francisco Jose de Caldas, Universidad de la Salle. La Salle Publicaciones.<br />Mayorga, C. (2006). Integrating Multimedia Technology in a High School EFL program. English Teaching Forum 44 (3):14-21.<br />McLuhan, M. (1967). The Medium is the Message. Penguin books, USA.<br />McKay, P. (2000). The Bilingual Interface Project: The relationship between L1 development and SLA as students begin learning English in the context of schooling. Qweensland University, August 31, 2010 (http://www.iier.org.au/qjer/qjer15/mckay.html)<br />Murphy, S.M. (1986). Children’s comprehension of deictic categories in oral and written language. Reading Research Quarterly, 21:118-131.<br />Reis, L. (1995). Putting the computer in its proper place –inside the classroom. English Teaching Forum 33 (4):28-29.<br />Semenov, A. (2005). Information and Communication Technologies in Schools. Unesco. August 31, 2010 (http://unesdoc.unesco.org/images/0013/001390/139028e.pdf).<br />Shanaham, T. (1990). Reading and Writing together: What does it really mean? In T. Shanahan (Ed.), Reading and Writing together: New Perspectives for the Classroom. Pp. 1-18. Norwood, MA: Christopher-Gordon.<br />Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning and Technology 6 (1): 165-180.<br />

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