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    ILTA 2008 ILTA 2008 Presentation Transcript

    • Best Practices in Using Technology to support Language Teaching and Learning Dennie Hoopingarner Michigan State University November 7, 2008
    • Four myths about technology
      • Robert Blake “What Language Professionals Need to Know about Technology” ADFL Bulletin Spring 2001
      • There is a “technology”
      • Technology = methodology
      • Today’s technology is all you need to know
      • Technology will replace teachers
    • Myth 1: There is a “technology” What is technology?
    • What is “technology?”
      • Computer
      • Overhead projector
      • Smartboard
      • DVD player
      • DVR
      • Cell phone
      • Telephone
      • iPod
      • Document camera/ELMO
      • PDA
      • Transporter
      • Replicator
      • Light saber
      • Hyperdrive
      • Cylon brain downloader
    • Do you have to “know” all these in order to “know” technology?
    • Lumping all technology together into a monolithic entity is overly simplistic and discouraging
    • Different technologies are suitable for different pedagogies
    • Best Practice: Recognize that “technology” can mean many different things
    • Myth 2: Technology = methodology
    • Technology is not a methodology
      • Saying “I teach with technology” is as meaningless as saying “I cook with heat”
      • That tells me nothing
      • Teaching is teaching, technology is a TOOL
      • Does chalk teach? Does a hammer build a house?
      • Teachers teach with technology, technology doesn’t teach for teachers
    • Best Practice: Enhance your teaching methods and personal style with technology
    • Myth 3: Today’s technology is all you need to know
    • Remember this?
    • Many innovative applications
      • A La Rencontre de Philippe
      • Destinos
      • Video clips, simulations, language in context
      • Revolutionary multimedia language teaching
    • What happened?
      • Innovation
      • New technology that was:
        • Smaller
        • Better
        • Cheaper
        • Portable
    • Which would you rather use?
    • What about the investment?
      • Time, Effort, Money
      • Development of content
      • Facilities changes
      • Curriculum
      • Credibility of the technology’s proponents
    • It wasn’t wasted
      • We learned a LOT about language teaching
      • Technologies of yesterday inform the development of tomorrow’s technologies
      • Similar to language teaching methodologies
        • Grammar-translation
        • Audio-Lingual
        • Communicative
        • Focus on Form
        • Constructivist
    • Lessons learned:
      • Technology is a moving target
      • There will always be a new technology
      • Next year’s models will be better & cheaper
      • Doing nothing is not an option: If you’re not moving forward, you’re moving backwards
    • Today’s technologies will seem quaint and old-fashioned before you know it
    • Best Practice: Keep current If you aren’t moving forward, you’re moving backward
    • Myth 4: Technology will replace teachers
    • What computers can’t do:
      • Parse spoken language: “Computers can wreck a nice beach.”
      • Process language: "I once shot an elephant in my pajamas. How he got in my pajamas I'll never know" --Groucho Marx
      • Convince a human being that the computer is human (Turing Test)
    • What do language teachers do?
      • Listen to students and correct their language
      • (Parse spoken language)
      • Guide the development of students’ interlanguage
      • (Process language)
      • Interact with learners
      • (Have learners communicate with you as if you are human)
    • It is very difficult for computers to do with language what humans can do very easily
    • Any teacher that can be replaced by a computer, should be replaced by a computer
    • Best Practice: treat technology as a partner, not as a competitor
    • The four myths:
      • There is a “technology”
      • Technology = methodology
      • Today’s technology is all you need to know
      • Technology will replace teachers
    • Principles of using Technology
    • Technology as a RAT
      • R eplace teaching tasks
      • A ugment aspects of teaching
      • T ransform the learning experience
    • Example: Replace The Oral Interview
    • The Oral Interview
      • German 101 Interview
      • Mid-point in first semester
      • Diagnostic activity: “touch base”
      • Short, 4-5 question interview
      • Old way: schedule interviews with teachers
      • New way: simulated interview with software program
    • Technology: Conversations
      • Record questions for students
      • Simulate an interview
      • Students access the program online
      • Collect students’ responses
      • Replace student-teacher interaction with student-computer-teacher interaction
    • See it in action: http:// clear.msu.edu/teaching/online/mashup/view.php?ID =MjQ0OA==
    • Example: Augment Homework as Formative Assessment
    • Homework as Formative Assessment
      • Speaking assignments: audio cassettes
      • Writing assignments: drafts and red pencils
    • Technologies:
      • Audio Dropboxes : tool for online speaking assignments
      • Revisions : tool for process writing
    • See it in action: http://ria-clear.blogspot.com /
    • Example: Transform Constructivist Language Learning
    • Constructivist Language Learning
      • Theory: learn by creating knowledge
      • Research on technology and learning
      • Cf Chomsky’s theory of language acquisition
    • Technology: Mashups
      • Authoring Tool
      • Create interactive, multimedia web pages
      • Combine data from many sources
      • Easy to use
      • Students learning by creating teaching materials that help them learn
    • These tools are free and available: http://ria.clear.msu.edu/
    • See it in action: YouTube: http://clear.msu.edu/teaching/online/mashup/view.php?ID=MTEx Integrated: http://clear.msu.edu/teaching/online/mashup/view.php?ID=Mzcx
    • Best Practice: Use technology when (and only when) there’s a good reason to use it.
    • Corrollary: “Because it’s cool” is not a good reason.
    • Technology in the context of standards and skills Its role, functions
    • ACTFL’s Standards
      • Communication
      • Cultures
      • Connections
      • Comparisons
      • Communities
    • Four Skills
      • Listening
      • Reading
      • Speaking
      • Writing
    • Technology is neither a language standard nor a language skill Where does it fit?
    • Filling in a Matrix? Listening Reading Speaking Writing Communication Cultures Connections Comparisons Communities
    • Bridge gaps? Listening Speaking Reading Connections Communication Comparison
    • Sticks things together?
    • Regardless, technology CAN
      • Streamline teaching
      • Individualize learning
      • Allow teachers to do some new things
    • Sure bets about technology:
      • You will always know less than you want
      • You will always be discovering new things
      • It will always cause problems
      • It will always be changing
      • It will never go away
    • Best Practices
      • Be open to thinking outside the box
        • Recognize the potential of technology
        • Look for ways to RAT teaching
      • Stay grounded in good pedagogy
        • Don’t get “wow’ed”
        • Include technology when it makes sense to you
        • Treat technology as a means to an end, not as an end in itself
        • Trust your instincts as a teacher
    • To sum it all up:
      • Good teaching is good teaching
      • Teaching and learning can both benefit from the judicious inclusion of technology
      • How to do that is up to you to decide
    • Thank you! http://ria.clear.msu.edu/