Training Teachers in Web2.0 Tools for Teaching and Learning EFL
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Training Teachers in Web2.0 Tools for Teaching and Learning EFL

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Abstract (100 words): Data gathered on courses to exploit the individual laptop environment for students in the UAE navy college showed high satisfaction with this approach. Training for teachers in ...

Abstract (100 words): Data gathered on courses to exploit the individual laptop environment for students in the UAE navy college showed high satisfaction with this approach. Training for teachers in the tools and rationale used was organized in a blended environment with 20 steps to be completed emulating the way classes had been conducted at the navy college. As they completed each step, trainees tracked their progress in a shared GoogleDoc while a wiki gave links to what the teachers accomplished as they tackled their 20 tasks. The presentation concludes with teacher reaction to the blended environment used for their training.

Summary:
The author designed courses to exploit the individual laptop environment for students in the UAE navy college using Web 2.0 tools such as GoogleDocs, Prezi, Blogger, SurveyMonkey, and Jing. When data gathered from students found high satisfaction with this approach, the presenter was transferred to the aviation college to train teachers there in the tools and rationale used with the navy cadets.

Training was organized in a blended environment with a blog portal outlining 20 steps emulating the way classes had been conducted at the navy college, where students were set tasks in the class wiki portal, shown in class how to master the language and software needed, and then guided in completing the tasks and projects.

As they completed each step, teachers tracked their progress in an online spreadsheet, and wrote the URLs of online artifacts created in a shared GoogleDocs spreadsheet. Tabs in the blog pointed the trainees to a model wiki portal providing links to student artifacts online. Similarly in the sidebar of the training wiki there emerged links to what the teachers accomplished as they tackled their 20 tasks. This paper concludes with how the teachers responded to the blended environment used for their training.

Draft write-up:
https://docs.google.com/document/d/1VZkB_MQltwzGFyv7KSM5lloxqZ7uFc69NaX71ci_p0o/edit?usp=sharing

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    Training Teachers in Web2.0 Tools for Teaching and Learning EFL Training Teachers in Web2.0 Tools for Teaching and Learning EFL Presentation Transcript

    • Updated April 7, 2013Thinking SMALL: Training Teachers in Web2.0 Tools for Teaching and Learning EFL Vance Stevens, UAE: HCT / PACE TESOL in Dallas, Texas, March eLearning in Action 22, 2013 Conference CALL-IS & Elementary April 2, 2013Education InterSection Session HCT Sharjah Women’s CollegeNew Tools/Techniques in CALL
    • You don’t need to take notes!All my slides are online: http://slideshare.net/vancesRecordings of the version of this talk given during CALL-IS & ElementaryEducation InterSection Session: New Tools/Techniques in CALL panelpresentation at TESOL Dallas, March 22, 2013• Bb Collaborate / Elluminate recording of entire panel: https://sas.elluminate.com/p.jnlp?psid=2013-03- 22.1054.M.7AE801FFB697DA460D4BF25AA8C21B.vcr&sid=75• Mp3 of just my talk: http://vance_stevens.podomatic.com/entry/2013-04-02T11_58_03-07_00A write-up of this presentation will appear in the proceedings of the 2013eLearning in Action conference, April 2 in Sharjah, UAE• Sneak preview: http://tinyurl.com/sharjah2013stevensSMALL is Social Media Assisted Language Learning Vance Stevens - eLearning in Action - Sharjah 2013
    • Tale of three challenges• Challenge 1 Engage students in one-to-one laptop context in task-based / projects-based curricula in their classrooms• Challenge 2 Design and implement a blended program of training teachers to do the same in another context• Challenge 3 To assess results in terms of teachers ability to grasp the rationale and its relevance to them Vance Stevens - eLearning in Action - Sharjah 2013
    • Challenges 1 and 2 Students and Teachers• Challenge 1 with students at navy college – To engage students who were abusing one-to-one laptop access – To get these students work on projects using Web 2.0 tools and task-based approach• Challenge 2 with teachers at aviation college – To implement similar courses to that accomplished at navy college – To train teachers THROUGH blending learning to set up such courses by setting up their own blended environments Vance Stevens - eLearning in Action - Sharjah 2013
    • Challenge 3: Training goals• When master learners (Warlick, 2010) – working as teachers – find time to learn what affordances of technology work best with novice learners, – and can direct these affordances to outcomes targeted at curriculum goals,• then powerful, some would say transformational, learning can result From the paper in the proceedings (Stevens, 2013, forthcoming) Vance Stevens - eLearning in Action - Sharjah 2013
    • Dave Warlick addressing Challenge 3• “A connected teacher connects learners to each other through their accomplishments … through their success” From Dave Warlick’s keynote speech online at the Learning 2.0 Conference 2012 http://www.classroom20.com/page/learning-2-0- keynote-speakers Recording: https://sas.elluminate.com/p.jnlp?psid=2012-08- 21.0647.M.D4D806A15860351B259A585F17EC47.vcr&sid=2008350• What training is about : – Knowing not just what tools there are – But knowing what to do with them Vance Stevens - eLearning in Action - Sharjah 2013
    • Challenge 1Design task-based project components1. Textbook Present yourself2: Viewpoints by Steven Gershon2. Students created Prezis on mottos/slogans for the environment a) Link to student Prezis at wiki portal http://acommunication.pbworks.com http://acommunication.pbworks.com/w/page/52696874/earthday22april#SeewhatyourfellowstudentsaredoingforEarthDay b) Earth Day connection, April 22, 2012 http://www.tesl-ej.org/pdf/ej61/int.pdf3. Teacher modeled use of SurveyMonkey to poll reactions to Prezi http://vancestevens.posterous.com/a-small-research-project-on-student-attitudes4. Students created surveys using SurveyMonkey http://acommunication.pbworks.com/w/page/55088316/Weeks16-19#HerearesomeSTUDENTsurveysyoucantakeinSURVEYMONKEY a) Captured charts using Jing b) Preview them in Google Docs, say what they mean, explain them to class c) Create PPT presentations, upload them to Slideshare, present results formallyTESL-EJ: Stevens, V. (2012). Web 2.0 Toolkit for Teaching and Learning EFL Presentation Skill.TESL-EJ, Volume 16, Number 2, pp. 1-11: http://tesl-ej.org/pdf/ej62/int.pdf Vance Stevens - eLearning in Action - Sharjah 2013
    • Results: Students liked Preziand thought it was easy to learn Vance Stevens - eLearning in Action - Sharjah 2013
    • They favoredthe mind-map approach Vance Stevens - eLearning in Action - Sharjah 2013
    • They’d use Prezi again and think we should teach it to others Vance Stevens - eLearning in Action - Sharjah 2013
    • Their blog posts showappreciation for Prezi and other toolsAll student blogs:http://acommunication.pbworks.com/w/page/53399451/week8#SeewhatblogsyourfellowsThis blog:http://nc13striver.blogspot.com/2012/05/during-my-school-time-i-did-many.html Vance Stevens - eLearning in Action - Sharjah 2013
    • Challenge 1 went well! Students liked the project basedapproach and felt they benefited from using Web 2.0 tools in their learning
    • Challenge 2: Training teachers Designing a blended environmentPortal with rationale, explanation of tools, example wikis to organize classeshttp://toolkit4learning.blogspot.ae/2012/09/introduction.html Vance Stevens - eLearning in Action - Sharjah 2013
    • 20-Step Checklist20 steps to be checked off in a Google Docs spreadsheet when completed Vance Stevens - eLearning in Action - Sharjah 2013
    • The 20 stepshttp://www.wiziq.com/online-class/906483-engaging-students-with-technology-in-web-2-0-english-classes1. Create a Google Account2. View an introductory video on what the course was about at http://toolkit4learning.blogspot.com/2012/09/introduction.html3. Explore the wikis already being used with students4. Watch online Prezi tutorial videos5. Complete online worksheets on their understanding of those videos6. Create a first Prezi7. Contribute to an existing Google Doc8. Create a blog in Blogger9. Make a post with a link to a Prezi and a reflection on learning10. Add blog and Prezi links to a shared Google Doc (from which the teacher gets the link to put in the wiki sidebar to model how students might learn from each other’s work)11. Brainstorm a survey topic and questions to address it using a Google Doc12. Create a short survey in Survey Monkey13. Publish the survey link in their blog, articulate its purpose, and invite others to take it14. Download and install a screen capture tool such as Jing15. Capture the Survey Monkey chart data using the screen capture tool16. Embed the charts in PowerPoint, Prezi, or blog post17. Use guidelines and an animation video tutorial to make a PowerPoint presentation to specified standards18. Upload the PPT to Slideshare.net19. Start a wiki portal they might use with students using PBWorks, Wikispaces, or Google Drive20. Create a blog post discussing and linking to URLs created during the course, to serve as an ePortfolio Vance Stevens - eLearning in Action - Sharjah 2013
    • Tracking progress in Google DocsThis is the Google Docs spreadsheet where teachers tracked progress (no names) Vance Stevens - eLearning in Action - Sharjah 2013
    • Challenge 2 appeared to be going wellThe training program was designed and implemented on short noticeThe blended environment worked! (Teachers were able to figure it out and function in it)
    • But! EdTech culture differed in the two settingsNavy ( context for challenge 1) Aviation (context for challenge 2)• Students had their own • Students had access to individual laptops computers only occasionally• Students could do own • Public access computers installations of software locked down• All classrooms had • No whiteboards in public whiteboards so teachers access computer labs – could guide students difficult to guide students• Navy cadets relatively • Pilot cadets can dismiss amenable to teacher teacher instructions without instructions consequence Vance Stevens - eLearning in Action - Sharjah 2013
    • And - presentation course cancelled• Change in curriculum … – Discontinuation of EFL presentation course the training was designed to help the teachers to teach• Chronology – The TRAINING was done while course was planned – The SURVEY was done after the course had been cancelled Vance Stevens - eLearning in Action - Sharjah 2013
    • Challenge 3: How did teachers perceive the training? Vance Stevens - eLearning in Action - Sharjah 2013
    • This is revealing:What kind of PD do teaches like? Vance Stevens - eLearning in Action - Sharjah 2013
    • Results from Data• Challenge 1 The students appear to have appreciated learning about and what to do with the new tools• Challenge 2 A blended program of training for teachers was designed and implemented• Challenge 3 The training met with only limited success due to – Changes in institution focus – Differences in context for students and teachers Vance Stevens - eLearning in Action - Sharjah 2013
    • Dan Pink’s two books …• A Whole New Mind – Left brained tasks, anything algorithmic, such as programming or troubleshooting, can done faster, cheaper, by computer – Right brained humanistic qualities of inventiveness, empathy, meaning will predominate in the future• To Sell is Human – Every silver lining has a cloud – Problem finders trump problem solvers Vance Stevens - eLearning in Action - Sharjah 2013
    • Discussion of findings• Teachers surveyed on impact of training – Results show how perceptions of relevance of training relate to teachers’ short-term teaching expectations – Preferred didactic modes of PD to blended ones – Personal evidence from • AAMC PD sessions yesterday (2 live participants vs. 6 online) • GLD online conference – 6 in auditorium, 60 in online audience• Results show success w/technology is dependent on conditions at the place where it is implemented – When attempting to graft same technology from one context to another – expect different results Vance Stevens - eLearning in Action - Sharjah 2013
    • My conclusions I believe that blended training of this nature has validity despiteshortcomings noted in this small surveyExamination of real outcomes gives insights into complex nature of variables impacting TPD (teacher professional development)