Southern New Hampshire University MSTELF Program EFL 537 CALL Instructor Lyra Riabov Presented by: Chad Detjen & Vicki Hsu February 12, 2004
Part 1(Chad): Autonomy Learning and Distance Education CALL Environments & Internet for English Teaching Part 2 (Vicki): The Impact of CALL Instruction On Classroom Computer Use by Joy Egbert, Trena M. Paulus and Yoko Nakamichi
Students in the future will be able to take classes anytime, anywhere with teachers from around the world.
Ruth Vilmi writes, “I believe that the methods for teaching languages, now for English but in the future for all languages, are about to change dramatically. The artificial teacher-student-classroom peer environment will be gradually replaced by authentic, dynamic student-teacher-global peer situations.”
Teachers need to change their lesson plans to meet the technologically advancing world to better prepare their students to meet the challenges they will face in the future.
How do the roles of teacher and student in the electronic or virtual classroom differ from those roles in the conventional classroom?
What problems exist for students?
What are the differences between discourse over distance and discourse in a classroom?
The Impact of CALL Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in Teacher Education Joy Egbert Washington State University Trena M. Paulus Indiana University Yoko Nakamichi Indiana University PART 2
How does what they learned in the L530 course interact with their current teaching contexts?
What factors influence whether they use computers in their classrooms?
How do participants continue to acquire and master new ideas in CALL?
CALL Activity Use 0 0 1 Other: taking a personality test on the Web 0 0 1 Other: using a MOO 89 16 18 e-mailing activity 46 6 13 Using an electronic conferencing system 25 1 4 Developing a technology solution for an inquiry project 41 7 17 Reviewing software/Web sites 64 9 14 Developing computer enhanced lesson plans 45 5 11 Creating a personal Web page 33 4 12 Creating an instructional Web page for students/teachers 29 2 7 Creating a WebQuest 62 8 13 Participating in a professional listserv 56 5 9 Creating a Web address book 14 1 7 Developing a hyperstudio stack 53 8 15 Using content based software 36 4 11 Presenting software to the class 0 0 5 e-mail mystery activity 50 6 12 Creating an external document B/A (%) B. had previous experience with A. completed in the course CALL activity
CALL Coursework Transfer 0 0 4 Skill-building activities 0 0 1 Word processing 0 0 1 Internet research 0 0 1 Web portfolios 100 12 12 e-mailing activity 50 1 2 Using an electronic conferencing system 0 0 1 Developing a technology solution for an inquiry project 50 1 2 Reviewing software/Web sites 86 6 7 Developing computer enhanced lesson plans 67 2 3 Creating a personal Web page 67 4 6 Creating an instructional Web page for students/teachers 0 0 1 Creating a WebQuest 100 2 2 Participating in a professional listserv 100 1 1 Creating a Web address book 50 1 2 Developing a hyperstudio stack 100 5 5 Using content based software 33 1 3 Presenting software to the class 0 0 1 e-mail mystery activity 100 5 5 Creating an external document B/A (%) B. Did it before and do it now A. Use it now CALL activity
CALL coursework seems to provide an extra “practice”…
Do you think CALL coursework has to be redesigned if it is an extra practice?
Reasons for not using CALL activities in current teaching 0 Lack of interest 0 Lack of confidence 1 Lack of knowledge 3 Not currently teaching language 3 Lack of resources 4 Administrative or curricular restrictions 6 Lack of time Number Factor
Link novice teachers with experienced computer-using teachers, develop networks of experts, and find school sites that use technology and incorporate these into our courses, providing evidence that teaching and learning can change through the use of technology