φTeaching and Learning Greekas a second Language in a technology mediatedenvironment: Constrains and PossibilitiesPresenta...
21. pedagogy and theory that underlies a technology-mediated environment2. second language learning in a technologymediate...
4Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
5pedagogyandtheory Technology-mediated environment• the environment we live and learn is per setechnologically mediated; t...
6pedagogyandtheoryThe teacher?teacher is the facilitator, the ‘more capable and maturepeer’ that will assist students in t...
7pedagogyandtheoryTeaching in a technology-mediatedenvironmentThere is nothinginherent in technologythat will automaticall...
8Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
9second-language learning in atechnology mediated environment• one important factor in leading individuals in secondlangua...
10second-language learning in atechnology mediated environment• Concerns on social isolation and prevention of languagedev...
11Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
12thecaseofGrekSchoolofBristol What is constraining the use of ICT?(1) lack of money appears to be the number onereason• I...
13Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013thecaseofGreekSchoolofBristol
14Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
15thecaseofGreekSchoolofBristol What Constrains the use of ICT?(2) the notion that ICT is so ‘new’ that its usewill be acc...
16thecaseofGreekSchoolofBristolPanayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 20133/4 of Gree...
17thecaseofGreekSchoolofBristolCould we make our lessons pedagogicallyvaluable and engaging in learning Greek(or anyother ...
18possibilities and suggestionsPanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013small sca...
19thecaseofGreekSchoolofBristolPanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
20PossibilitiesandsuggestionsPanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013What does t...
φ21Possibilitiesandsuggestions Suggestions on software for teaching andlearning Greek (as a foreign/second language)Panayi...
φ22Possibilitiesandsuggestions Suggestions on software for teaching andlearning GreekPanayiota Mouxouri – International Sy...
Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 201323http://ts.sch.gr/repo/online-packages/di...
Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 201324Pupils hear and read atthe same time-the...
25Possibilitiesandsuggestions‘Voki’ http://www.voki.com/• A general tool can be use inany language learning setting• stude...
26Possibilitiesandsuggestions Cannot Afford or use software?Youtubehttp://www.youtube.com/watch?v=WxzFv-5_OuM• meaning mak...
27EpilogueLanguage learning based exclusively on ICT isneither a realistic nor a desirableprospect(Esch&Zähner, 2000)Panay...
φ28Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013Thank you for you attention!Find this...
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Teaching and Learning Greek in a Technology mediated environment

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International Symposium for teaching and learning Greek, Bristol, UK, June 1st&2nd, 2013

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  • First of all, I would [also ] like to thank you for come here today and supporting this innovative idea by Dr. Maria Mertzani, especially in those days where not only Greece but also Greek language are thought to be under threat.  In addition I would like to say a big thank you to Maria Mertzani, founder of GreekForYou.com for giving me this opportunity to express my ideas and thoughts around teaching Greek as a second language in regard with information and communication technology(ICT).
  • The presentation/essay is consisted of 3 main parts: in the first part I will try to introduce the pedagogy and theory that underlies a technology-mediated environment, in the second part I will focus specifically on second language learning in a technology mediated environment (where some examples derived from my short experience with the children at the Greek School of Bristol will illustrate the potentials of ICT), and lastly, I will focus on the current use of technology at the Greek School of Bristol, on constrains and possibilities of introducing technology to Supplementary education’s curriculum.
  • The presentation/essay is consisted of 3 main parts: in the first part I will try to introduce the pedagogy and theory that underlies a technology-mediated environment, in the second part I will focus specifically on second language learning in a technology mediated environment (where some examples derived from my short experience with the children at the Greek School of Bristol will illustrate the potentials of ICT), and lastly, I will focus on the current use of technology at the Greek School of Bristol, on constrains and possibilities of introducing technology to Supplementary education’s curriculum.
  • One would argue that the environment we live is per se technologically mediated; technology might refer to a washing machine, a bottle lid or even a pencil. Hence, the term‘technology’ used in this text refers to Information and Communication Technologies-ICT; a wide ranging term. It includes both communication and information technologies ‘for general purpose’ such as e-mail, videophones, the web and encyclopaedias or dictionaries on CD-ROMs as well as CALL, i.e. language learning materials designed with a specific pedagogical angle and consistent with a particular approach (Esch& Zähner, 2000). Thus, a technology-mediated environment in the field of formal education is the environment in which the learner's interactions with learning materials (readings, assignments, projects, etc.), peers, and/or instructions are mediated through information and communication technology (ICT) (Chou, 2005).
  • In the context of sociocultural theory presented above, the teacher is the facilitator, the ‘more capable and mature peer’ that will assist students in the ‘scaffolding’. In addition, teacher’s role is of pivotal importance since he/she designs and leads the lesson by choosing the correct teaching and learning tools(Lim&Barnes, 2002). Moreover, dialogue between teachers and students in the ICT environment are also extremely important to promote comprehension, critical thinking and learning (Shneiderman, 1998). 
  • However, it is important to keep in mind that there is nothing inherent in technology that will automatically guarantee transformation and enhanced learning. Technologies do not work by themselves; is teachers’ role that will guarantee a transformative and of value learning environment(Olivero, 2008).
  • The presentation/essay is consisted of 3 main parts: in the first part I will try to introduce the pedagogy and theory that underlies a technology-mediated environment, in the second part I will focus specifically on second language learning in a technology mediated environment (where some examples derived from my short experience with the children at the Greek School of Bristol will illustrate the potentials of ICT), and lastly, I will focus on the current use of technology at the Greek School of Bristol, on constrains and possibilities of introducing technology to Supplementary education’s curriculum.
  • According to Gardner(1991) one important factor in leading individuals in second language learning is attitude and motivation. What research shows is that technology considers to be a key-factor in enhancing the learner’s motivation for both language learning and linguistic proficiency (Lee, 2000 in Young, 2003). In addition, as Scoter et al. denote ‘promoting language and literacy development can be a major strength of technology use with young children through the opportunities and motivation it provides’ (Van Scoter, Ellis,&Railsbeck, 2001).
  • Notwithstanding, a significant concern is expressed on social isolation and prevention of language development when young children use computers (Cordes & Miller, 2000). However, according to Cordes and Miller(2000) young children can extend their vocabulary with the help of an adaptive and interactive software program. In addition, an empirical study carried out by Brooker & Siraj-Blatchford(2002) showed that ‘the use of the computer by the bilingual children that we observed was especially valuable. It was frequently found that accessible language forms were being exemplified and supported through visual cues and animations, and that these were frequently repeated(p.269).
  • The presentation/essay is consisted of 3 main parts: in the first part I will try to introduce the pedagogy and theory that underlies a technology-mediated environment, in the second part I will focus specifically on second language learning in a technology mediated environment (where some examples derived from my short experience with the children at the Greek School of Bristol will illustrate the potentials of ICT), and lastly, I will focus on the current use of technology at the Greek School of Bristol, on constrains and possibilities of introducing technology to Supplementary education’s curriculum.
  • So, one would rationally argue, ‘why don’t they use technology in class’? The answer to this question is complicated and involves many different sectors. First and foremost, lack of money appears to be the number one reason. Introducing ICTs in classroom means not only money for purchasing them but also money for maintaining them. This image is an example of the available technology in the class I teach: An out-of-order computer lying on the desk.  
  • This image is an example of the available technology in the class I teach: An out-of-order computer lying on the desk.
  • This image is an example of the available technology in the class I teach: An out-of-order computer lying on the desk.
  •  I will answer this question not only as a supporter of ICT but also as a teacher who tried technology in class
  •  I will answer this question not only as a supporter of ICT but also as a teacher who tried technology in classSo, let me give the example of my pupils at the Greek school of Bristol. I am responsible for teaching the pre-primary stage, in a class of eight pupils aged six to seven. Almost 3/4 of my pupils-despite their young age- know how to use a computer(I will expand on this in a later section) and a smart phone(two of my pupils when saw my new smartphone where asking me questions about the applications I have on my phone and about the brand of this phone); this is a clear example of what Prensky(2001) calls ‘digital natives’. Thus, combining the aim denoted in the website of the general Secretariat for Greeks abroad for a high standard of education and development of Greek students of being competent in the countries they live but also in Greece, along with the need for motivation and creativity, introducing ICT in the Greek language learning community would lead to better and creative Greek language learning environments.
  • A third constrain why embedding ICT in our lessons is difficult to implement is the lack of appropriate training. Many teachers feel overwhelmed by the technology (Stuherland et al., 2004) feeling that they cannot the former in their lessons. But, instructor's positive attitude towards technology, interactive teaching style, and control over the technology have an important impact on learning effectiveness(Lim &Barnes, 2002). Below, I will try to give some examples of how we could make our lessons of-value, creative and engaging in learning Greek through cheap and easy functioning digital tools.
  • In this section, reflecting on my short experience teaching Greek at the Greek school of Bristol, I will argue that if an institution willing to introduce ICT in its curriculum, it is possible even with a minimum budget. In addition, I will suggest a few generic tools that might be used in a learning-Greek-as-a-second-language classroom.
  • The interface of the software
  • the teacher was working with the other pupils, this group worked on their own helping unconsciously one another. When the first girl mistakenly says: ‘το μ’αρεσει χρυσο’ her fellow-pupil responded saying by giving an instant feedback: ’that doesn’t make sense’. Then, the third girl who appears to be in a higher Greek-language-performance level repeats the sentence in the correct form: ‘Moυ αρεσει το κίτρινο’. So, technology not only created the right environment in this situation but it also enabled pupils to scaffold each other’s learning. Apart from this, As this incident I was able to give feedback even if I had missed the actual happening of this dialogue because what the girls said was voice recorded.
  • A totally free to use software built by the Computer Technology institute of Ministry of Education in Greece for teaching Greek in early years. http://ts.sch.gr/repo/online-packages/dim-glossa-a-b/
  • A totally free to use software built by the Computer Technology institute of Ministry of Education in Greece for teaching Greek in early years. http://ts.sch.gr/repo/online-packages/dim-glossa-a-b/
  • For example: http://www.youtube.com/watch?v=WxzFv-5_OuM One would argue, ‘why I should use video story-telling instead of reading the story through a book?’. The answer is connected to meaning making and engagement. A video combines sound, image, and motion thus it makes the story livelier and apparently more meaningful (imagine your-self watching a drama film in a language you are not fluent at without music or motion. Would the meaning still be the same?). Give the example of my voice recorded and that George was amaxinglywillginti hear it more than 3 times and that he was trying to read the text using his finger to find the text that was recorded!
  • At this point, it is important to mention-as stated above- that there is nothing inherent in technology that will automatically guarantee transformation and enhanced learning unless the teachers manipulate this power in right direction. On addition, we need to note that language learning based exclusively on ICT is neither a realistic nor a desirable prospect(Esch&Zähner, 2000). Besides, ‘παν μετρον αριστον΄!
  • In case internet access is not possible, ICT still oxygenates the potentials of a creative and engaging lesson by the use of the most commonly known tool, namely PowerPoint. Using animation, colour and pictures we make our lesson more creative and more motivating to students.  Finally, I would suggest that it is feasible for Supplementary School to introduce ICT in their classes with low budget; for example laptop-donations from universities who each year through away tens of out-of-date but well-functioning laptops. Those laptops could change the ‘ecology’ of the school and bring a new and creative era of teaching. Furthermore, in classes where whiteboards are installed the use of a projector could be feasible and cheap- there are reasonably cheap mobile projectors that could be purchased in that case.
  • Teaching and Learning Greek in a Technology mediated environment

    1. 1. φTeaching and Learning Greekas a second Language in a technology mediatedenvironment: Constrains and PossibilitiesPresentation Prepared for :International Symposium on Teaching and Learning Greek1 & 2 June 2013, The Arnolfini, Bristol – U.K.Panayiota MouxouriStudent at MSc Education, Technology and Societyprogramme – University of Bristol, UK, 2013Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 20131
    2. 2. 21. pedagogy and theory that underlies a technology-mediated environment2. second language learning in a technologymediated environment3. Constrains and possibilities of introducing ICT tosupplementary education’s curriculumstructure of the presentationPanayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
    3. 3. 4Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
    4. 4. 5pedagogyandtheory Technology-mediated environment• the environment we live and learn is per setechnologically mediated; technology mightrefer to a washing machine, a bottle lid or evena pencil• ‘technology’ in education refers to Informationand Communication Technologies(ICT)• ICT vast range of tools and devices(Esch&Zähner, 2000) for communication andinformation sharing• What we mean technology-mediatedenvironment in formal education?Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
    5. 5. 6pedagogyandtheoryThe teacher?teacher is the facilitator, the ‘more capable and maturepeer’ that will assist students in the ‘scaffolding’teacher’s role of pivotal importance• they designs and leads the lesson by choosing thecorrect teaching and learning tools(Lim&Barnes,2002)Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
    6. 6. 7pedagogyandtheoryTeaching in a technology-mediatedenvironmentThere is nothinginherent in technologythat will automaticallyguaranteetransformation andenhanced learning.(Olivero et al,2008,p.58).Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
    7. 7. 8Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
    8. 8. 9second-language learning in atechnology mediated environment• one important factor in leading individuals in secondlanguage learning is attitude and motivation(Gardner, 1991)• ICT and research: technology key-factor inenhancing the learner’s motivation for both languagelearning and linguistic proficiency(Lee, 2000 in Young, 2003)• ‘promoting language and literacy development can bea major strength of technology use with young childrenthrough the opportunities and motivation it provides’(Van Scoter, Ellis,&Railsbeck, 2001)Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
    9. 9. 10second-language learning in atechnology mediated environment• Concerns on social isolation and prevention of languagedevelopment when young children use computersyoung children can extend their vocabulary with the help ofan adaptive and interactive software program( Cordes and Miller(2000)Brooker & Siraj-Blatchford(2002) empirical study:‘the use of the computer by the bilingual children that weobserved was especially valuable. It was frequently found thataccessible language forms were being exemplified andsupported through visual cues and animations, and that thesewere frequently repeated(p.269).Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
    10. 10. 11Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
    11. 11. 12thecaseofGrekSchoolofBristol What is constraining the use of ICT?(1) lack of money appears to be the number onereason• Introducing ICTs in classroom means not onlymoney for purchasing them but also moneyfor maintaining themdue to the economic crisis that strakes bothGreece and Cyprus, any request for extra moneyis not feasible Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
    12. 12. 13Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013thecaseofGreekSchoolofBristol
    13. 13. 14Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
    14. 14. 15thecaseofGreekSchoolofBristol What Constrains the use of ICT?(2) the notion that ICT is so ‘new’ that its usewill be accompanied by ‘new’ pedagogiesmost teachers feel that: the features of digitaltechnologies are difficult to implement ineducational practices because they challengethe traditions of teaching and learning on whichthe learning is based (Sajlo, 1999)! why taking the unknown path of ICT when wealready know a safer path where the results ofour teaching are secured?Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 2013
    15. 15. 16thecaseofGreekSchoolofBristolPanayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 20133/4 of Greek School ofBristol ‘s pupils-despitetheir young age- knowhow to use a computer and asmart phone“digital natives” ? ( Prensky,2001)
    16. 16. 17thecaseofGreekSchoolofBristolCould we make our lessons pedagogicallyvaluable and engaging in learning Greek(or anyother language) through ‘cheap’ and easyfunctioning digital tools?Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
    17. 17. 18possibilities and suggestionsPanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013small scale research for the proseof a master’s unit I had to undertakeThe aim of the lesson to practicesimple dialogues ask and reply the question: ‘Πώσ ςε λένε;Με λένε...‘(what is your name?/what do they call you?-theycall me/my name is….) and say their favourite colour(Μουαρέςει το...)Activity preparation  two groups of three in each group- there was at least a pupil who was able to use the mouse-demonstrating them what to do-let them work in a period of fifteen minutes
    18. 18. 19thecaseofGreekSchoolofBristolPanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
    19. 19. 20PossibilitiesandsuggestionsPanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013What does the outcome of this activity show?• Pupils, who were feeling afraid or feeling anxious to speakGreek in the class, got engaged with this activity and letthemselves speak Greek no matter of their accent or wayof structuring the sentences• Even if we were practicing dialogues I was able to hearevery groups process even if I was working with anothergroupHowever…impossible to have an activity like this in every lessonbecause sometimes time is limited but the teaching materialis vast
    20. 20. φ21Possibilitiesandsuggestions Suggestions on software for teaching andlearning Greek (as a foreign/second language)Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013http://ts.sch.gr/repo/online-packages/dim-glossa-a-b/
    21. 21. φ22Possibilitiesandsuggestions Suggestions on software for teaching andlearning GreekPanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013http://ts.sch.gr/repo/online-packages/dim-glossa-a-b/
    22. 22. Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 201323http://ts.sch.gr/repo/online-packages/dim-mathaino-ti-glossa-mou/Sections/flash.html
    23. 23. Panayiota Mouxouri – InternationalSymposium on Teaching and LearningGreek - 201324Pupils hear and read atthe same time-then theyclick the object to answerthe questionThis activity aims inpracticing adverbs thatshow location (πανω ,κατω..)Example : We can work with thisactivity either in the beginning tointroduce pupils the new learningobjective and use it as a formativeassessment or at the end of ourlesson as summative assessment.It depends on eachteacher’s aims and onpupils abilities how wewill use each tool
    24. 24. 25Possibilitiesandsuggestions‘Voki’ http://www.voki.com/• A general tool can be use inany language learning setting• students can create theirown avatar AND record theirvoices and then share themwith the class• a creative way to teststudents speaking abilitieswithout the feeling ofanxiety and fear of speakingin front of many peoplePanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
    25. 25. 26Possibilitiesandsuggestions Cannot Afford or use software?Youtubehttp://www.youtube.com/watch?v=WxzFv-5_OuM• meaning making & engagement• multimodalityBUThttp://www.youtube.com/watch?v=vbqTJQgQx9g use ICT to give value and transform the lessonPanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
    26. 26. 27EpilogueLanguage learning based exclusively on ICT isneither a realistic nor a desirableprospect(Esch&Zähner, 2000)Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
    27. 27. φ28Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013Thank you for you attention!Find this presentation online athttp://www.slideshare.net/pmouxouri/greeksymposium

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