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Expanding pre service teacher critical thinking through google wave


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A brief description of how to use Google Wave in the ES/FL classroom.

A brief description of how to use Google Wave in the ES/FL classroom.

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    • 1. Expanding Pre-ServiceTeacher Critical Thinking Through Google Wave
      TESOL New Orleans 2011
      17 March 2011
      David Bartsch
      Ozgur Pala
      Anita Bright, Ph.D.
    • 2. Wave: a brief history
    • 3.
    • 4.
    • 5.
    • 6. May, 2009
      Wave was announced to the public…
    • 7.
    • 8. Excitement!
    • 9. Excitement!
    • 10. After the invite…
    • 11. After the invite…
    • 12. The reaction
    • 13. No!!!
      Is it useful?
    • 14.
    • 15.;6n
    • 16.
    • 17.
    • 18.
    • 19. More recently
      “We wanted to let you know that we will keep running past December 31, 2010 until a suitable replacement to host all your waves is available.”
      …No news since then
    • 20. So what does it all mean?
      We hope to give you a better idea
      What Wave is
      How it’s been used in one context
      How you might consider using it
    • 21. Overview
      • (We’ve already given you) A brief history
      • 22. Wave: an overview
      • 23. Pre-service training on the Wave: an example
      • 24. CALL justification
      • 25. Strengths and weaknesses
    • Wave overview
    • 26. Why make Wave at all?
    • 27. Why make Wave at all?
    • 28. Features…
      and uses in the classroom
    • 29. Featuresto show:
      Real-time editing
      Google Maps
      Search/insert link
    • 30. Pre-service training on the Wave: an example
      Over to Anita to show a live example of her Wave
    • 31. Classroom use: a reality check
      • Technical issues: 
      • 32. Wave doesn't get along perfectly with IE or Firefox.
      • 33. (Chrome and Safari are fine.)
      • 34. Problems with the university computer system
      • 35. So: check with your system administrator before making any grand plans
      • 36. Ask students to bring their own laptops
    • Theoretical justification
    • 37. Why CALL?
      • Reality
      Much of our reading, writing and communicating is migrating from other environments (print, telephone, etc.) to the screen.
      • Motivation
      Affective benefit from student’s perspective
      • Adapting learning to the student
      Pace of learning and making choices on the way
      • Authenticity
      Students think that they are a part of a real community rather than students in class. This removes much of the affective filters
    • 38. Why CALL?
      Critical thinking skills
      Use of computer technology in classrooms is generally reported to improve:
      more student-centered learning and engagement,
      more active processing resulting in higher-order thinking,
      more confidence in directing students’ own learning.
      (Noemi: Retrieved October, 2009.)
    • 39. Why technology in the language class?
      1. Instant feedback and response
      2. Removing the barriers of time and distance in communication, to a large extent
      3. Ability and capacity to integrate a variety of different means of communication
      Wegerif (2005:6)
      • Google Wave meets these criteria quite successfully.
    • Theoretical Basis: Social Constructivism
      Wave can be considered as a superior educational tool because it entails:
      1. Constructing knowledge collaboratively
      2. Forming knowledge by mediating artifacts
      3. Building knowledge through argumentation and meaning making
      (Saljo, 2005)
    • 40. 1. Constructing knowledge collaboratively
      • Social constructivism promotes the idea that in order to learn something participants must be actively involved in the social practices whereby communication and learning occur.
      (Petraglia, 1998)
      • Learning is a social process. Meaning is constructed rather than conveyed passively.
      (Koschman, 1996)
    • 41. 1. Constructing knowledge collaboratively
      • Students can share their knowledge, observe learning processes of others and communicate their thoughts to an audience.
      (Petraglia, 1998)
      • NB: Computers can’t replace the knowledge building between teachers and students, but it can support and be a resource for co-learning.
      (Suthers, 2005)
    • 42. 2. Forming knowledge by mediating artifacts
      Language is the most important artifact human beings have developed. Meaning and knowledge are created and conveyed through the medium of language.
      (Saljo 2005)
      In this sense, isn’t language learning playing with the language and forming knowledge in new ways?
    • 43. 3. Building knowledge through argumentation and meaning making
      Learning is an argumentative process that happens among participants who want to make meaning of what others say and what they themselves want to say.
      It is intentional and it involves transferring what is learned to new situations.
      (Saljo 2005)
      Google Wave meets the 3 criteria essential from the Social Constructivist view, it can be considered as a superior educational tool.
    • 44. Google Wave
      • Wave utilizes some of the elements fundamental to a successful communication:
      a virtual presence,
      a variety of interactions,
      easy participation,
      valuable content,
      connections to a broader subject field,
      personal and community identity and interaction,
      democratic participation,
      evolution over time
      (Schwartz, Clark, Cossarin, & Rudolph, 2004)
    • 45. Strengths and Weaknesses
    • 46. Strengths of Wave
      Excellent tool for collaboration
      Cooperative teams achieve higher levels of thought and retain information longer than students who do their work individually
      (Johnson and Johnson, 1986)
    • 47. Strengths of Wave
      Promotes close reading, revision, and tracking of preliminary work
      Discourages product oriented writing while facilitating writing as a process
      • Eases students into writing/speaking for a wider audience and encourages multiple perspectives and solutions
    • 48. Strengths of Wave
      Playback mode allows the participants to see a wave develop.
      Participants can see who contributed how much, and what
      Playback also allows each participant to be able to go back and reflect upon their own production.
      Participants can focus more on the actual task rather than the structure and the storage of the content.
    • 49. Strengths of Wave
      • Caters for differences in learning styles in the classroom
      Some might be less comfortable speaking in class, but participating online might be easier.
    • 50. Weaknesses of Wave
      Lack of certainty: future of the product
      Lack of ability to limit permission to use certain editing rights
      Instant translationgadget could hinder meaningful communication 
    • 51. Weaknesses of Wave
      This drawback could also result in extremely “noisy” waves that may inhibit participants to focus on important messages.
      It is impossible to finish a wave.
    • 52. Weaknesses of Wave
      • Decent typing speed?
      • 53. Difficult to assess student participation and learning outcomes. A lot of work needs to be done for effective and fair assessment
    • In the end…
      • Try it.
      • 54. See if you like it.
      • 55. See if your students like it.
      • 56. See if your students learn while using it!
      • 57. Make a decision based on the results.
    • What’s next?
      Sign in/create a Google account (by following the links in the invitation).
      Go to
      Start Waving
      To learn basic functions, check out
    • 58. How do I get a copy of the slideshow?
      Go to
    • 59. To contact us...
      David Bartsch  
      Ozgur Pala
      Anita Bright
    • 60. References
      • Domingo, Noemi. “Computer Assisted Language Learning: Increase of Freedom or Submission to Machines?” Retrieved March 3, 2010 from
      • 61. Hane, Johanna. “Google Wave: A Revolutionary CSCL-tool or an overestimated hype?”. Retrieved on February 15 from*uKc4q/GoogleWavearevolutionaryCSCLtooloranoverestimatedhype.pdf.
      • 62. Koschman, Timmothy, ed. “CSCL: Theory and practice of an emerging paradigm”. Mahwah, NJ: Erlbaum, 1996.
      • 63. Petraglia, Joseph. “Reality by Design – The Rhetoric and Technology of Authenticity in Education”. Manwah, NJ: Lawrence Erlbaum, 1998.
    • References
      • Saljo, 2005, cited in Hane.
      • 64. Schwartz, Linda; Clark, Sharon; Cossarin, Mary & Rudolph, Jim. (2004) “Educational Wikis: Features and selection criteria”. International Review of Research in Open and Distance Learning, 5:1, April, 2004.
      • 65. Suthers, Daniel. “Technology Affordances for Intersubjective Meaning-Making”. Frontiers in Artificial Inelligence and Applications; Vol. 151, 2005.
      • 66. Wegerif (2005:6) “Towards a Dialogic understanding of the relationship between CsCl and teaching thinking skills”. (2005) Retrieved from on March 1, 2010.