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Course Written Assignment

  1. 1. ICT Applied to English Teaching Course Final Written Assignment Student: MARINO Romina Lecturer: LEDESMA Paula Course: 4.691 Year: 2010 Deadline: December 10thMarino RominaUniversidad Tecnológica Nacional – Instituto Superior del Profesorado Técnico 1
  2. 2. CHAPTER XXIII: Internet Technologies and Language Teacher Education (by Darren Elliott) Nowadays, we are facing the emergence of a new era that aims to change the wayin which teaching and learning take place. It is the era of technology and informationand although its development has begun a long time ago, it is now clearly seen how itpurports to challenge life and education. In order to be prepared for the new era,people and teachers must be trained in the use of technology and be as open-mindedas possible to incorporate these new ways of communicating with others around theworld. Web 2.0 has appeared to revolutionize Internet and provide new kinds ofinteraction among people and with the web itself. Even though some individuals maynot be familiar with the term ‘Web 2.0’, they are familiar with some of the applicationsto which it refers. “Web 2.0 (is) a platform through which tools can be accessed, ashared space for collaboration, and (…) a repository of knowledge which can be addedto, manipulated and re-presented.”(Elliot, 2009) As a consequence, different labels have been designed to refer to the generationsraised: digital natives as opposed, for example, digital immigrants. The formerreferring “to someone who grows up using technology, and who thus feel comfortableand confident with it”(Dudeney & Hockly, 2007) whereas the latter refers to those“who have come later to the world of technology”(Dudeney & Hockly, 2007) and maybe afraid of it. In spite of the fact that many teachers feel they are digital immigrants, it would be agreat idea for them to train themselves and manage their own learning through theuse of technology. The author of the chapter here makes a distinction between theterms ‘teacher education’, ‘teacher training’, and ‘teacher development’. “Teacherdevelopment is often driven by institutions and tends to emphasize careerrequirements over personal values. (…)Teacher training (…) can be in a process in whichteachers are developed, rather than one in which they are given the opportunity toMarino RominaUniversidad Tecnológica Nacional – Instituto Superior del Profesorado Técnico 2
  3. 3. develop.”(Elliot, 2009) The last term, ‘teacher education’ “is designated as an umbrellaterm to cover both self-initiated (…) practices, and more formalized training programsand systems.” (Elliot, 2009) Together with the advent of new technologies, ‘teacher development’ has provedto be insufficient. As a consequence, more and more professionals are now seekingnew theories to look for ways in which they can develop themselves. “If technology istruly transforming learning, then theories of learning need to be transformed too”(Elliot, 2009). In this sense, social constructivism has been coined as outdated and anew model of ‘conectivism’ was proposed. It states that “learning is not about internalprocesses but rather the access to knowledge based on network communities.” (Elliot,2009) The new model is transforming the field of education rapidly, with more and morepeople participating in what is called ‘blended learning’: “a language course whichcombines a face-to-face classroom component with an appropriate use of technology”(Sharma & Barret, 2007); or, on the other hand, ‘distance learning’ in which content isdelivered completely via the Internet. The potential of these ways of interaction is unimaginable and immense.Collaboration with other people around the world is now possible and easily accessiblethrough the use of wikis and blogs, for example. “Learners can create a Vygotskianzone of proximal development within a virtual world and collaborate to learn together”(Elliot, 2009) through the establishment of complex and realistic task that can promotecognitive processing. In a near future, we will probably face learners studying solely tocommunicate in virtual worlds and teachers trained in the use of them.Marino RominaUniversidad Tecnológica Nacional – Instituto Superior del Profesorado Técnico 3
  4. 4. THE FUTURE OF TECHNOLOGY IN ELT “While the teaching profession may not be changing as quickly as we might haveexpected, technology is still moving on at an astounding place, and the software andhardware we use are gradually converging into devices which are more user-friendlyand which integrate a myriad of services in one place.”(Dudeney & Hockly, 2007) Taking into account the previous quote, we should mention that for this change totake place, we must also need a change of attitude on the part of teachers, trying tobecome acquainted with the use of the Internet and all the different possibilities thatWeb 2.0 provides us with. The new ‘teaching and learning method’ invites teachers and students to workcollaboratively, making their own contributions in a more social way that can reachpeople from all over the world. Blogs, wikis, virtual learning environments, online learning, among others, are thenew ways through which education will be transformed. Gradually, they will beincorporated in the classroom and change radically the learning-teaching process.Marino RominaUniversidad Tecnológica Nacional – Instituto Superior del Profesorado Técnico 4
  5. 5. WORKS CITED • Dudeney, G. & Hockly, N. (2007). How to Teach English with Technology. England: Pearson Longman. • Elliott, D. (2009). Internet Technologies and Language Teacher Education. In Thomas, M., Handbook of Research on Web 2.0 and Second Language Learning (pp.342-350). Hersey, New York: Information Science Reference • Sharma, P. & Barret, B. (2007). Blended Learning: Using Technology in and beyond the Language Classroom. Great Britain: Macmillan.Marino RominaUniversidad Tecnológica Nacional – Instituto Superior del Profesorado Técnico 5