Transcript of "Encuentro chascomus y dolores 2 nov 2011"
English & ICT
“Aulas Abiertas en la enseñanza del inglés”
Programa Provincial de Lenguas Extranjeras
Chascomus - Dolores
2 de Noviembre 2011
Prof. Liliana Simón
• Some acronyms: CALL, CMC, CMCL
• Some concepts usually confused:
Extended Learning & B-Learning
• CALL: evolution , normalisation of CALL
• VLE, study guides
• Digitizing with eXe Learning
• Other Web 2.0 Tools
• Teaching Sequence: Save the Children
Computer Assisted Language Learning
Academic field that explores the role of information
and communication technologies in language
learning and teaching
Computer Mediated Comunication
Technology as a mediator
“The means through which teaching ocurred”
Computer mediated Comunication Language
Technology as a mediator in our Language
Normalisation in CALL
CALL will reach this state when computers (probably
very different in shape and size from their current
manifestations) are used every day by language
students and teachers as an integral part of every
lesson, like a pen or a book.
They will not be the centre of any lesson,
but they will play a part in almost all.
They will be completely integrated into
all other aspects of classroom life,
alongside coursebooks, teachers and
They will go almost unnoticed.
Stages of normalisation in CALL
1. Early Adopters. A few teachers and schools adopt the technology out of
2. Ignorance/scepticism. However, most people are sceptical, or ignorant of its
3. Try once. People try it out but reject it because of early problems. They can’t
see its value—it doesn’t appear to add anything of ‘relative advantage’(Rogers, 1995).
4. Try again. Someone tells them it really works. They try again. They see it does
in fact have relative advantage.
5. Fear/awe. More people start to use it, but still there is (a) fear, alternating
with (b) exaggerated expectations. “Panacea”
6. Normalising. Gradually it is seen as something normal.
7. Normalisation. The technology is so integrated into our lives that it becomes
Teachers and students will use them without
fear or inhibition, and equally without an
exaggerated respect for what they can do.
“Transformación radical de la enseñanza”
(Burbules y Callister, 2001)
We have to re-think our teaching:
New features in the learning process:
Born 1997 (became popular 2003) 2001
Author/s One or a few More than one
Author’s presence Strong , author’s information Weak, almost invisible
Focus personal work Collaborative work
Editorial Structure Public & Private areas Public
Editorial Control High (author’s control) Low (more democratic)
Content Stable: add content with a frequency Continuous editing
Publishing order Reverse chronological order Topic based
Design Title, Posts, Comments , Blogroll, about the
Pages, Editing, History, Discussion,tags,
Interactivity Just comments Comments and editing work
Uses Personal diary
News, Journals, e-Portfolios
• Look for and learn about
• A space for your students
• Wiki, blog, group, etc
• Create Teaching Sequences
How to be part of the ICT world?
It´s not what I can do for you,
What you can do for your
• Bax , Stephen (2003)CALL—past, present and future. Department of Language
Studies, Canterbury Christ Church University College, Canterbury,UK. System31 13–
• Egbert, Joy L& Petrie, Gina, (2007) CALL Research Perspective
• Lamy , M.N.& Hampel, Regine (2007) Online Communication in Language Learning
and Teaching. Palgrave Macmillan
• Warschauer M. (1996) "Computer Assisted Language Learning: an Introduction".
In Fotos S. (ed.) Multimedia language teaching, Tokyo: Logos International: 3-20.
Consulta online realizada el 26/03/2010: http://www.ict4lt.org/en/warschauer.htm
• Warschauer & Healey (1998) Computers and Language Learning: An Overview,
Language Teaching Research 31 (2): 57-71
• Warschauer & Kern (2000) Network-based Language Teaching: Concepts and
Practice, Cambridge, Cambridge University Press
• Zangara, Alejandra Conceptos Básicos de educación a distancia o… “las cosas por su