COURSE DESIGN FOR PRE-
SERVICE SECONDARYTEACHERS:
Collaboration and reflection in a short, multilingual CALL course
EuroCAL...
COURSE DESIGN FOR PRE-
SERVICE SECONDARYTEACHERS:
Collaboration and reflection in a short, multilingual CALL course
EuroCAL...
DESIGNING COURSES FOR FUTURETEACHING CONTEXTS
novice language teachers need

1. techno-pedagogical competences



(what is...
1.Techno-pedagogical competences
Guichon & Hauck, 2011, in Whyte, 2014
2. Ongoing professional development: new difficulties
understanding of technologies for
specific language learning and
teach...
DESIGNING COURSES FOR FUTURETEACHING CONTEXTS
institutional constraints may
favour

!
• stand-alone CALL modules



(CALL ...
Ongoing teacher education research: 

1 Pedagogical beliefs and ICT efficacy
84% of pre-service EFL teachers believed imita...
Whyte, 2012, 2014
Ongoing teacher education research: 

2 Beliefs about technology for language teaching
Whyte, 2012, 2014
Ongoing teacher education research: 

2 Beliefs about technology for language teaching
what activities d...
PRESENT STUDY
COURSE
• 4 three-hour sessions over 3
months	

• pre-service secondary MFL	

• blended course (weebly.com)	

• wiki, blog,...
PARTICIPANTS
German Spanish Italian Total
Enrolled 6 11 5 22
Submitted
assignments
4 9 0 13
Volunteered
for study
4 5 0 9
...
QUESTIONS
How do these teachers see the
role of technology in the
secondary FL classroom

!
1. in general terms? 

!
2. in...
DATA
!
collaborative websites	

teaching activity report	

reflective blogs	

social media participation	

final reflective p...
RESULTS
Motivation Learning Authenticity Efficiency Institution Colleagues
10 14% 14 19% 9 12% 24 33% 7 10% 9 12%
RATIONALE FORTECH...
Proportionofargumentsadvanced
0
0.1
0.2
0.3
0.4
Learning Authenticity Efficiency Institution Colleagues
12%
10%
33%
12%
19%...
Motivation Learning Authenticity Efficiency Institution Colleagues
Initial 8 13% 13 21% 8 13% 21 34% 5 8% 6 10%
Final 2 17%...
Task Level Programme
AK Christmas e-cards 6e L2 culture	

vocabulary
CK
slide presentations (Berlin historical
sites)
1e L...
Task Activities Tools
AK e-cards
copying Christmas wishes	

sharing and group correction
L2 e-card
generator, PDF
CK slide...
DISCUSSION
–DU
“I’m quite technophile and I think
that integrating technology in my
classes is very important, first
because it makes ...
–SR
“Using technologies correctly means that we
must be aware that use of technology is not an
end in itself. The use of t...
–SR
I will try to take online courses […] which will be
indispensable because training in schools or with
colleagues will ...
–LB
“This week I used the IWB in the
multimedia lab in my school. It
was an Interwrite board. My
knowledge was pretty thin...
–CK
“I noticed during lessons that all the pupils were
not equally good with Powerpoint. I was also
nervous that some woul...
–CK
Yes, I used technology in class, I defined a
pedagogical purpose and prepared the sessions
ahead of time. But I don’t t...
–SR
We save time in spite of appearances. For
example it took me more than a month to
become comfortable with Weebly to wr...
CONCLUSIONS
initial focus on language learning affordances of technology, and
efficiency gains; later appreciation of teach...
–CK
In the future I would like to learn more about
creating websites and take an advanced course on
word-processing. But m...
–SR
I generally get in touch with the technology
coordinator in each school, but quite honestly there
isn’t always one, an...
REFERENCES
Guichon, N., & Hauck, M. (2011).Teacher education research in CALL and CMC: more in demand than
ever. ReCALL, 2...
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Course design for pre-service secondary teachers

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Talk from EuroCALL Teacher Ed SIG symposium on designing CALL courses for future teaching contexts

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Course design for pre-service secondary teachers

  1. 1. COURSE DESIGN FOR PRE- SERVICE SECONDARYTEACHERS: Collaboration and reflection in a short, multilingual CALL course EuroCALL 2014 Groningen, the Netherlands 21 August 2014 SHONA WHYTE UNIVERSITÉ NICE SOPHIA ANTIPOLIS FRANCE
  2. 2. COURSE DESIGN FOR PRE- SERVICE SECONDARYTEACHERS: Collaboration and reflection in a short, multilingual CALL course EuroCALL 2014 Groningen, the Netherlands August 2014
  3. 3. DESIGNING COURSES FOR FUTURETEACHING CONTEXTS novice language teachers need
 1. techno-pedagogical competences
 
 (what is useful for language learning and how to provide it) 2. ongoing professional development
 
 (how to evolve/keep up as a practicing teacher)
  4. 4. 1.Techno-pedagogical competences Guichon & Hauck, 2011, in Whyte, 2014
  5. 5. 2. Ongoing professional development: new difficulties understanding of technologies for specific language learning and teaching objectives identifying, accessing, evaluating and adapting teaching and learning resources becoming an autonomous, reflective practitioner Katz & Gandel, 2008;Whyte, 2014 “the opposition between the ivory towers of traditional universities, originally built by a gatekeeping elite to preserve scarce academic knowledge, and today’s internet information ‘cloud’: superabundant resources, easily accessible, often ephemeral, and of uncertain provenance”
  6. 6. DESIGNING COURSES FOR FUTURETEACHING CONTEXTS institutional constraints may favour
 ! • stand-alone CALL modules
 
 (CALL preparation as bolt-on to other teacher preparation)
 ! • competency-based approaches to generic ICT
 
 (ICT for education in general) novice language teachers need
 1. techno-pedagogical competences
 
 (what is useful for language learning and how to provide it) 2. ongoing professional development
 
 (how to evolve/keep up as a practicing teacher)
  7. 7. Ongoing teacher education research: 
 1 Pedagogical beliefs and ICT efficacy 84% of pre-service EFL teachers believed imitation plays a key role in language learning, and L1 transfer is a major source of L2 error; almost half thought immediate error correction is essential this group showed low self-efficacy for using technology both before and after ICT course, in spite of perceived learning gains Whyte, 2011 integrated approach to teacher education
  8. 8. Whyte, 2012, 2014 Ongoing teacher education research: 
 2 Beliefs about technology for language teaching
  9. 9. Whyte, 2012, 2014 Ongoing teacher education research: 
 2 Beliefs about technology for language teaching what activities do these pre-service teachers design?
  10. 10. PRESENT STUDY
  11. 11. COURSE • 4 three-hour sessions over 3 months • pre-service secondary MFL • blended course (weebly.com) • wiki, blog, social media • F2F and online collaboration • final reflective paper
  12. 12. PARTICIPANTS German Spanish Italian Total Enrolled 6 11 5 22 Submitted assignments 4 9 0 13 Volunteered for study 4 5 0 9 Published on social media 3 4 0 7 • 3 German teachers (all German L1) • 4 Spanish teachers (2 French, 2 Spanish speakers) • mid 20s to mid 30s • second year Master’s programme: university courses plus classroom experience • learners 11-17 years (lower and upper secondary schools)
  13. 13. QUESTIONS How do these teachers see the role of technology in the secondary FL classroom
 ! 1. in general terms? 
 ! 2. in terms of the teaching activities they implement?

  14. 14. DATA ! collaborative websites teaching activity report reflective blogs social media participation final reflective paper 1. General views
 first session activity: pros and cons of technology integration in language classroom
 final activity: reflection on own technology orientation (technophile or technophobe?) 
 ! 2. Teaching activity: describe and evaluate class activity involving technology

  15. 15. RESULTS
  16. 16. Motivation Learning Authenticity Efficiency Institution Colleagues 10 14% 14 19% 9 12% 24 33% 7 10% 9 12% RATIONALE FORTECHNOLOGY USE { teacher/teaching { learner/learning
  17. 17. Proportionofargumentsadvanced 0 0.1 0.2 0.3 0.4 Learning Authenticity Efficiency Institution Colleagues 12% 10% 33% 12% 19% RATIONALE FORTECHNOLOGY USE
  18. 18. Motivation Learning Authenticity Efficiency Institution Colleagues Initial 8 13% 13 21% 8 13% 21 34% 5 8% 6 10% Final 2 17% 1 8% 1 8% 3 25% 2 17% 3 25% RATIONALE FORTECHNOLOGY USE
  19. 19. Task Level Programme AK Christmas e-cards 6e L2 culture vocabulary CK slide presentations (Berlin historical sites) 1e L2 culture DU written report on cultural theme (Latin American festivals) 1e L2 culture LA language practice on cultural topic (Mexican artist) 3e art history (CLIL), L2 culture, grammar LB first lesson slides 3e classroom routine LB gapfill song 3e L2 culture LB IWB improvisation 3e edtech trial SF recipe 3e translation task L2 vocabulary SR personal reaction to topical theme (Spanish abortion law) 1e L2 culture, grammar SR gapfill song 4e L2 culture TOTAL 10 TASK DESIGN
  20. 20. Task Activities Tools AK e-cards copying Christmas wishes sharing and group correction L2 e-card generator, PDF CK slide presentations collaborative online research computer lab, text files, ppt DU written report online research, writing PDF, class blog LA language practice listening, writing, brainstorming; vocabulary ppt, mindmapping LB first lesson listening ppt LB gapfill song listen and fill gaps, order elements paper handout LB IWB improvisation brainstorming, writing IWB SF recipe translate favourite French recipe into German computer lab, L2 image website, ppt SR personal reaction to topical theme (Spanish abortion reading authentic text, writing reaction using specific structures (subjunctive) online newspaper, music video SR gapfill song listening, grammar L2 culture TOTAL 10 language exercises
  21. 21. DISCUSSION
  22. 22. –DU “I’m quite technophile and I think that integrating technology in my classes is very important, first because it makes it easier to manage school activities but mainly because we’re talking about learning a modern language and technologies contribute to use of the oral language by individual learners and as a class, and in reducing pupils’ inhibitions by communicating in the language.” –LA “There are official orientations to be respected, [the minister for education] advocates the use of technology in class and for me this integration is important.” why technology?
  23. 23. –SR “Using technologies correctly means that we must be aware that use of technology is not an end in itself. The use of technology should permit us to work on a certain language competence and help the pupils to resolve a problem within the task-oriented framework of the CER” “I learned many things (creation and use of a blog, social networks, IWB etc); nevertheless I would have liked a framework that was stricter and clearer so that I could perhaps have learned more” implementing technology
  24. 24. –SR I will try to take online courses […] which will be indispensable because training in schools or with colleagues will not necessarily be available when we need them, and after all it’s by using technologies that we can best understand how they work and what they are useful for. ongoing professional development
  25. 25. –LB “This week I used the IWB in the multimedia lab in my school. It was an Interwrite board. My knowledge was pretty thin, since you only showed me yesterday in class for a few minutes. My pupils were very happy to go to the multimedia lab. I told them that I didn’t know the IWB very well but that we would learn together. They were wonderful and showed me things they had learned with their technology teacher.” “So I asked them each to think of something nice to say to their best friend and then write the phrases or words on the IWB. Then we converted some sentences. At the end of the session we all signed at the foot of the page and I printed the document as a souvenir. We were all delighted with the lesson!” other approaches
  26. 26. –CK “I noticed during lessons that all the pupils were not equally good with Powerpoint. I was also nervous that some would come to class without a USB key or deliberately waste time opening files. So I asked them to send me a text file with titles, keywords and photos for their presentations. I explained that I would make the slides myself and would just insert their information.” practical concerns
  27. 27. –CK Yes, I used technology in class, I defined a pedagogical purpose and prepared the sessions ahead of time. But I don’t think I explained the goal properly to the pupils. They believed, I think, that they had to give presentations for the sake of giving presentations. Because that’s what we do in school and because their teacher needed a grade. But they weren’t “social actors,” they didn’t get excited about a place in Berlin, and didn’t have enough time to turn in a substantial piece of work. I also think I “failed” in my aim of making them more autonomous by doing a large part of their work myself. reflection
  28. 28. –SR We save time in spite of appearances. For example it took me more than a month to become comfortable with Weebly to write my blog, but there’s a knack to it, as they say. Now I know that everything I produce will be published and therefore archived, and this will really save time in the future. In the following years I will be able to reuse my sources and resources, with perhaps only a slight update, and not always even that. efficiency
  29. 29. CONCLUSIONS initial focus on language learning affordances of technology, and efficiency gains; later appreciation of teacher collaboration and interdisciplinary dimension preference for teaching units based on highly structured and culturally oriented approach to L2 teaching (official programmes) pedagogical exercises preferred to authentic tasks; activities designed to practice language structures and vocabulary and provide L2 samples for evaluation some experimentation with technology and pedagogical reflection
  30. 30. –CK In the future I would like to learn more about creating websites and take an advanced course on word-processing. But more importantly, I would like to have concrete examples of technology integration in class. In my view this is what is lacking the most at university, but it’s the most important element if we really want to “bring digital technology” into teaching TECHNO-PEDAGOGICAL COMPETENCES
  31. 31. –SR I generally get in touch with the technology coordinator in each school, but quite honestly there isn’t always one, and when there are, these are not always the colleagues who are most committed or up to date. On the other hand, I have often exchanged with colleagues who were not official coordinators but just technophiles like myself. We form a little community within schools ready to expand through meeting face to face or online. ONGOING PROFESSIONAL DEVELOPMENT
  32. 32. REFERENCES Guichon, N., & Hauck, M. (2011).Teacher education research in CALL and CMC: more in demand than ever. ReCALL, 23(3), 187-199. Hubbard, P., & Levy, M. (Eds.). (2006). Teacher education in CALL. Benjamins. Katz, R. N., & Gandel, P. B. (2008).The tower, the cloud, and posterity. In Katz, R. (Ed.). TheTower and the cloud, Educase. Whyte, S. (2014). Bridging gaps : Using social media to develop techno-pedagogical competences in pre-service language teacher education. Recherche et pratiques pédagogiques en langues de spécialité – Cahiers de l’APLIUT, 33(2):143-169. PDF Whyte, S. (2012). Curation and social networking for pre-service language teacher development. EuroCALLTeacher Education SIG Symposium. Gothenburg. Whyte, S. (2011). Pre-service teachers' views on technology for teaching and learning foreign languages. EUROCALL CMC &Teacher Education SIG AnnualWorkshop, Barcelona. PDF

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