Learner centered technologies
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Learner centered technologies






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Learner centered technologies Learner centered technologies Presentation Transcript

  • 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 View slide
  • 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) View slide
  • 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.
  • Our surveySurvey Form: goo.gl/bl0AqSurvey Results: goo.gl/Yx1BR
  • Google Drawings
  • Google Document
  • 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.