Learner-centered Ideas for UsingTechnology in the LanguageClassroom Jonathan Smart
Before we begin…Please take this quick, 2 question survey for the presentation…goo.gl/bl0Aq
Overview Adopting 2.0 tools in the classroom Using an integrated infrastructure (i.e., Google) Blogs Wikis Google Drive/Docs Google Hangouts
Technology in language learning Traditionally Computer-Assisted Language Learning focused on computer-based tutorials and learning programs. Computers deliver content and activities, users interact with the program (simulated language use limited by parameters of software)
Trends in Language Learning Language learning: emerging popularity of Communicative Language Teaching and Task-Based Language Teaching. Socio-cultural model of language learning: learning occurs through meaningful interaction and use of the language.
Internet evolution Web 1.0 – static websites and destinations. Users access information only. Web 2.0 – dynamic web destinations, social networking, collaborative development of content.
Web 2.0 & Language learning Technology does not cause language learning. Technology may facilitate approaches to language learning (Wang & Vasquez, 2012). 2.0 tools allow for sharing, collaborating, practicing speaking and writing with real audiences, communicating with native speakers.
Technical limitations of CALL Access to software and hardware Training necessary to understand multiple systems/tools (and instructions challenging)For 2.0 tools Multiple logins Privacy concerns for learners. Traditional computer labs may be inadequate (microphones, webcams)
Practical idea(s) for technologyHow to limit the practical hurdles that can overwhelmthe adoption of technology in the languageclassroom.Google suite of tools and applications One login and password for everything Free and accessible via computers AND mobile devices. Integration across tools Privacy, setting, collaborative tools.
Blogs Blogger (part of Google) Privacy settings available Forum for writing and reading…but also listening and speaking. Course participants have real audience for their language use Some empirical support for using blogs and wikis (Wang & Vasquez, 2012).
Blogs What can you do with a blog? Teacher – Forum for announcements, discussions, students can comment. Students – Submission form for projects (class can subscribe to one another’s blogs) Reflection form/discussion
Other things to do with blogs Blogs are not limited to writing. Students can record videos of themselves (e.g., giving presentations) and embed in their blogs. Students can practice speaking and embed in their blog: Vocaroo – Record short audio and send via email, create mp3 or link, no account necessary.
Wikis A wiki is a collaborative website where users can edit and modify the content of the site. Wikis used in education for project-based learning. Learners create a wiki as an informative website on a particular topic. Create data-base of information covered in a course (useful for students reviewing for tests)
Wikis at Google Google Sites is a user-friendly interface for building and hosting websites. With a Google account you can create multiple, free websites. Pages are edited in a browser. You can add multimedia from a local computer or from your Google Drive*
Wikis at Google Here’s how a website at Google works as a Wiki: Google’s application infrastructure is built around sharing and collaboration. You can share editing privileges for each page within your website with students (or anyone with a Gmail account). A quick tutorial.
Wikis at Google A class can work together to develop a website on any topic To set up a Google wiki, you must…1. Design/decide on a topic that relates/reinforces content in the course.2. Create the Google Site and create subpages for each subtopic.3. Assign subtopics to small groups of students and share editing privileges with them.
Google Drive Google Drive Three key components: 1. Free software for editing and collaborating on common document types (i.e., Google Docs) 2. Cloud-based storage of your documents. 3. An easy way to share your documents publically.
Google Docs Google Docs is a free suite of software offered that matches the functionality of Microsoft Office, OpenOffice, or iWork. Google Docs is web-based (requires internet connection, accessed through a browser). Google docs are collaborative. Once you create a new document, you can share editing or viewing privileges. Allows for simultaneous editing of documents with revision history, commenting, and chatting.
Google Docs Applications1. Spreadsheet: Very similar to Excel/Numbers/etc.2. Presentation: PowerPoint/Keynote3. Forms: Easy, very powerful survey tool.4. Drawing: Create flowcharts, mind-maps, etc.5. Documents: Similar to Microsoft Word/Pages/etc.
Google Forms Create quick surveys that can be accessed via any web browser (including smart phones) Multiple question types possible. Answers anonymous or not. Branching responses. Responses collected in a spreadsheet. With learners, use to get their answers on the board, use to respond to in-class tasks (i.e., in group work, the group can submit their ideas here). Use for quick assessments or surveys in or out of class.
Google Document composing Revision history: see all previous iterations of document, see who contributed to the document. Also chat available for collaborators.
Google Drive Upload your own documents to Google Drive. Any document on your drive can be shared publically (to view) or you can share it with collaborators (to edit) You can link or embed Google Docs onto your blog, wiki, or website.
Google Hangout Free videoconferencing (up to 10 people) Allows for App Sharing (share documents, presentations, videos) and Screen Sharing. Collaborate on Google Documents at the same time. Can also do a video broadcast to larger audience (who can comment and interact) Live, interesting, and interactive broadcasts for learners to watch and participate in.
Learner-centered ideasReduce hurdles to using technology: focus onlanguage use, not on tech training. Integrated tools One login, one password Ability to control privacy. Encourage collaboration and negotiation of meaning. Facilitate task-based learning.
Questions?Wang, S. & Vasquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal 29(3), 412-430.