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Developing of ICT competence of language teachers through an online professional development course: strategies and challenges Titova S . 2011 Moscow State University Department of Foreign Languages and Area Studies
Prerequisites for successful integration of ICT into teaching process ICT competence of teachers and learners Interactive virtual learning environment of a college or school Financial Support Motivation of teachers and learners ↕ New Educational Standards School/college necessary infrastructure Methodolo- gical theory of ICT integration into FLT
Internet Users in Russia by August 31, 2011 reached 80 million - only 43% of the overall population, but it was a sharp increase of 34% over the previous year.
There are 54 000 schools in Russia, 50000 (almost 90%) schools have the Internet access and computer labs.
Internet World Stat
Development of national educational networking system (State Scientific Research ICT Institute Informika ) Periods Main results 2009-2011 Creation of VLEs in all the schools/universities; The National Educational Networking System including the Federal Center of EWR 2008-2009 Appearance of the Internet-supported courses in schools/universities, first virtual learning environments (VLE) in some schools/universities 2007-2008 Formation of the Federal Center of EWR: standards of EWR, educational search engines 2006-2007 Introduction of Educational Web Resources (EWR)
ICT in New National Standards of Higher Education
ICT is an integral part of the curriculum and teaching material.
ICT competence of students is included into instrumental and professional competencies.
65% of all classes are to be conducted in an interactive mode (webinars, slide presentations, round table discussions, case studies, etc.), traditional for Russian Universities lectures are to constitute no more than 35% of all the classes.
ICT Competence in New National Standards of Higher Education
be based on international and national framework and standards of ICT competence structure;
be in the hands of subject specialists rather than ICT specialists;
be practically oriented, help teachers create their own social networking system (LMS, blogs, podcasts, bookmarking services, etc.);
provide professional interaction and support to teachers who have taken this course.
The course ICT Integration into Language Classroom is based on
European e-Competence Framework (e-CF) structure,
the system of standards of the International Society for Technology in Education (ISTE),
the national ICT framework for FLT worked out in Australia, the USA and Great Britain,
syllabi of Professional Development courses designed by TESOL, The Consultants-E "CertICT: Certificate in Teaching Languages with Technology", ICT4LT Questionnaire and Can do List.
Framework of ICT Competence of FL Teachers Basic ICT competence A . User's knowledge and skills Directions of training Teacher Tutor of Distance Education Courses School/college manager Professional ICT competence B. Professional knowledge and skills without VLE Teacher Tutor of Distance Education Courses Media library specialist School/college manager B. Professional knowledge and skills with VLE Design of teaching process Design of distance education process Design of multimedia libraries Pedagogical design
Professional ICT Competence Level B Knowledge :
methods used while integrating ICT into FLT;
psychological approaches to ICT integration into FLT;
didactic principles of integration of online resources into FLT;
requirements to create educational online resources;
critical evaluation of educational online resources;
search for Internet-based resources;
standards and formats of educational online resources;
didactic potentials of Web 2.0 services;
dynamic syllabus: types, structure, methodological principles of creation;
methodological principles of creation and integration of web-projects and e-portfolios;
assessment of various online activities and tasks;
didactic potentials of LMS Joomla/Moodle/Blackboard
use search engines to locate web resources suitable to their subject area;
use various synch/asynchronous communication tools;
create vocabulary, grammar tests using HotPotatoes, Quia ;
create tasks using templates: Hotlist, Multimedia Scrapbook, WebQuest ;
create a site on CMS Joomla!;
set up a blog, be able to incorporate some other web 2.0 services into it;
create and publish dynamic syllabus of the course;
prepare and integrate into teaching process web-projects and e-portfolio;
use Web 2.0 services for development writing, reading, listening an
d speaking skills;
integrate online video into English language lessons;
use multimedia materials and Web 2.0 services to create lectures
employ communication tools for development of professional competence;
employ communicative services for setting up webinars;
create and publish a podcast, video file;
manage virtual discussions;
do scientific research using new Web 2.0 services
The course ICT Integration into Language Classroom http://ikt.ffl.msu.ru
10 term-time weeks of one-to-one distance learning on Moodle with online tutors;
web-based materials containing extensive subject-specific reading, PPpresentations, video lectures, questions or tests on theoretical material, tasks to put theory into practice, feedback on which is provided by online tutor;
weekly forum discussions - participation is compulsory;
Module Activities Theoretical material РР presentation Video lecture Answer Questions, Take tests РР presentation Video lecture Practical guidelines Useful links Do practically oriented tasks Problems for forum discussion Useful links Additional material Collaborative Forum Discussion T U T O R’ S A S S I S S T A N C E
BUDENKOVA E. INTERNATIONAL E - PAL PROJECT ON WIKISPACES.COM HTTP://TEAMLEARNING.WIKISPACES.COM/TASK+%26+DEADLINES+FROM+TONI+ERRO WEBQUEST ON WIKISPACES.COM HTTP://TEAMLEARNING.WIKISPACES.COM/BTK-91_QUEST