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Please cite as: Haines, Karen (2007). "

Please cite as: Haines, Karen (2007). "
The heat stays on: Supporting ongoing CALL education for teachers". Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007.

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    Supporting_Teachers_to_use_ICT_EnhancedLearning Supporting_Teachers_to_use_ICT_EnhancedLearning Presentation Transcript

    • The heat is still on Karen Haines May 07 Unitec Image downloaded 18/04/07 from http://www.joe-ks.com/archives_nov2004/HotSeat.jpg
    • Institutional roles Functional roles Preservice classroom teacher In-service classroom teacher CALL specialist (expert/adjunct) CALL professional (expert/adjunct) Practitioner Developer Researcher Trainer Hubbard and Levy (2006) Teacher Education in CALL John Benjamins Publishing Co   
      • Questions to think about today
      • What do teachers need to know in order to integrate CALL into their classroom teaching?
      • How can we support them?
      • How can teacher education keep up with changes in technology?
      successfully
    • Research
      • Wozney, Venkatesh & Abrami (2006)
      • Most important issues in terms of teacher motivation
        • expectancy of success
        • perceived value
        • Teacher motivation equation
      • (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) =
      • Technology Use
    • Research
      • Wozney, Venkatesh & Abrami (2006)
      • a) Teacher motivation equation
      • (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use
      • Predictors of teacher use of technology in the classroom
        • personal use of computers outside of teaching activities
        • technology training
        • student access to computer resources
        • teaching style (student-centred approach)
    • Research
      • Wozney, Venkatesh & Abrami (2006)
      • a) (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use
      • Predictors of teacher use of technology in the classroom
        • personal use of computers outside of teaching activities
      • c) Purpose
        • instructional
        • communicative
        • organizational
        • analytical/programming
        • recreational
        • expansive
        • creative
        • expressive
        • evaluative
        • informative
    • Research
      • Wozney, Venkatesh & Abrami (2006)
      • a) (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use
      • Predictors of teacher use of technology in the classroom
        • personal use of computers outside of teaching activities
      • c) Purpose
        • instructional
        • communicative
        • organizational
        • analytical/programming
        • recreational
        • expansive
        • creative
        • expressive
        • evaluative
        • informative
    • Research
      • Wozney, Venkatesh & Abrami (2006)
      • a) (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use
      • Predictors of teacher use of technology in the classroom
        • personal use of computers outside of teaching activities
      • c) Purpose
        • instructional
        • communicative
        • organizational
        • analytical/programming
        • recreational
        • expansive
        • creative
        • expressive
        • evaluative
        • informative
    • Hampel & Stickler (2005) online language teaching Specific technical competence for the software Basic ICT competence Dealing with constraints and possibilities of the medium Online socialization Facilitating communicative competence Creativity and choice Own style
    • Haines & Saavedra - blogs as output/interaction Basic ICT competence Specific technical competence for the software Dealing with constraints and possibilities of the medium Online socialization Facilitating communicative competence Creativity and choice Own style
    • Hubbard and Levy (2006) Teacher Education in CALL John Benjamins Publishing Co Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical
    • Bloom’s taxonomy of cognitive skills Creating Evaluating Analyzing Applying Understanding Knowledge
    • Godwin-Jones (2002) Knowledge Software use Hardware basics Content management and course web sites Presentation and authoring software Use of digital media Multimedia formats and players Understanding of networks Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical
    • Chapelle and Hegelheimer (2004) Knowledge Hardware and software acquisitions Personnel and staffing of a language lab Familiar with the internet and have a good understanding of communication tools Research and development possibilities Materials development, display and exchange Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical
    • Levy (1997) Understanding Knowledge Students graduating from Holistic courses in CALL will have a strong sense of how CALL has evolved and an understanding of the theories and perspectives that have contributed to its development… Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical holistic view expert user’s view
    • Levy (1997) Understanding Knowledge … Not only will students have a clear idea of current practice, but through an appreciation of underlying principles, they will be in a position to accommodate new developments as they occur in the future. Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical holistic view expert user’s view
    • Bancheri (2006) Understanding Knowledge a clear understanding of the way different technologies work so that they can give pedagogically sound input to the creators of the new courseware. Ability to use knowledge and experience to determine effective materials , content and tasks , and to monitor and assess results appropriately. Ability to use technical knowledge and experience both for the operation of the computer system and relevant applications and in dealing with various problems . CALL skill Systematic and incidental understanding of ways of effectively using the computer in language teaching. Systematic and incidental understanding of the computer system , including peripheral devices, in terms of hardware, software, and networking CALL knowledge Pedagogical Technical holistic view expert user’s view
    • Meskill, Mossop, DiAngelo and Pasquale (2002) novice Ts experienced Ts Applying Understanding Knowledge machine ……………………………………………… learners self ……………………………………………… student learning managing …………………………………………empowering product ……………………………………………… process
    • Pennington (2004) Analyzing Applying Understanding Knowledge
      •  trouble shooting
      • access
      • assessment
      We need to be involved in deciding issues of ‘appropriate’ access for our students to electronic tools, including the Internet, and in developing criteria and standards for assessing new types of work produced in the context of IT
    • Thomas et al (1998) Analyzing Applying Understanding Knowledge
      •  trouble shooting
      • access
      • assessment
      • innovation + existing practice
      Effective integration of new technology requires an understanding of the whole education process and a critical examination of its functions. On one hand, the innovation must be integrated with existing practice. On the other, we must seek to improve practice rather than simply translate it…
    • Bancheri (2006) teacher training = a) evaluate b) use and create Evaluating Analyzing Applying Understanding Knowledge
      • Evaluate what?
      • Software
      • Courseware
      • Language websites
    • Susser and Robb (2004) Evaluating Analyzing Applying Understanding Knowledge
      • Evaluation criteria
      • language acquisition
      • ESL materials design
      • learner profile and learning styles
      • courseware and multimedia instructional design
      • online courseware instructional design
    • Dexter, Doering and Riedel (2006) Kazeroni (2006) Creating Evaluating Analyzing Applying Understanding Knowledge Adapt See potential
        • software
        • course
        • course content
      Create from scratch
      • Questions to think about today
      • What do teachers need to know in order to integrate CALL into their classroom teaching?
      • How can we support them?
      • How can teacher education keep up with changes in technology?
      changes
      • Chylinski (2005)
      • Autonomous teachers
      • Knowledge
      • Choice
      • Reflection
      inductions workshops team teaching classroom observations one-to-one sessions
      • Workplace practice
      • Knowledge
      • Choice
      • Reflection
      • Learning
      • Use technology to learn about technology
      • Focus on integration rather than use (Dexter et al, 2006)
      • Takes time
      http://www.asapm.org/newimages/meeting.jpg
      • Support
      • Access
      • Raise expectancy and value levels
      • Cost
      • Flexible curriculum
      • Involve users in decision making (Levy and Stockwell, 2006)
      • Community of Practice
      • Peers
      • Opportunity for reflection
      • Opportunity for research
      • Questions to think about today
      • What do teachers need to know in order to integrate CALL into their classroom teaching?
      • How can we support them?
      3. How can CALL teacher education keep up with changes?
    • Carrier 2007 ‘ There is a danger that new commercially produced learning materials, based on these new technologies, will force teachers into planning their lessons around the technology, rather than vice versa. In other words, teachers need to embrace the technology to ensure that they design lessons that make the most of it, rather than be dominated by teaching materials that force them to use it.’ [email_address] Creating Evaluating Analyzing Applying Understanding Knowledge http://olliebray.typepad.com/olliebraycom/images/teacher_cartoon.gif