Eurocallsig presentation judith barna

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Eurocallsig presentation judith barna

  1. 1. Language learning and teaching (LLT) enhanced by communication technology: Wishful thinking or real practiceTeacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO
  2. 2. Introduction: an anecdote Advantages and drawbacks of using communication technologies in the classroom Answer : More than 60% of trainee teachers thought there were more drawbacks than advantages Drawbacks : lack of control, no serious learning, just a game Advantages : easy access to documents of all types Bewilderment based on opinion, beliefs and false represetationsTeacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO
  3. 3. Overview of the presentation 1) ICT in the teacher training curriculum at the IUFM in the North France – a brief look 1.1 the institution 1.2 the ICT in the curriculum of future secondary school teachers of English 1.2.1 actors 1.2.2 content 1) Research questions: Is the current model of teacher training with regards to ICT the most appropriate? This question is untimely due to recent reforms of the teacher training system. Will trainee teachers have the fundamental competences with which they will be able to integrate ICT into their teaching 3. Hypothesis: training is insufficient 4. Data: a) Content analysis of the teacher training programme at the IUFM in the North of France b) Trainee teachers surveys : ICT ressources and infrastructure in schools (training establishments) c) Content analysis of trainee teachers personal research files 5)ConclusionsTeacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO
  4. 4. 1) ICT in the teacher training curriculum at the IUFM in the North France 1. 1. How to become a qualified English teacher in France A simplified version Important changes to come In 2010- 2011 ! Licence One year preparing the theoretical part No ICT training at all of the « concours de CAPES* » The preparation involves pedagogy. Most students go to an IUFM* to prepare the exams event though it is not compulsory. The programme includes TBLT. CAPES A competitive examination One year in-service teacher training at ICT training at the IUFM an IUFM - compulsory & practice in schools Trainee teachers have to attend pedagogy classes at an IUFM + they have to teach English in two or three classes about 6 to 8 hours a week – full responsibility *concours de CAPES = a highly selective exam for those who want to become teachers (civil servants) * IUFM = instituts universitaires de formation des maîtres» (post-graduate teacher training institutes)Teacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO
  5. 5. 1.1 The institution IUFMs (university-level teacher-training institutes) merged with universities in 2008. However its the State that defines, with a national framework, specifications for professional teacher training. Master degree from 2010-2011. The IUFM NPC is the second biggest insitution if France after the IUFM of Versaille with 5161 students in 2008-2009. 1.2 the ICT in the curriculum of future secondary school teachers of English Actors : Language teachers (3) Technology teachers (10) Structure : 2x 3 hours : specific technical competences (blog, website, powerpoint, interactive board etc) 2 x3 hours : basic ICT competences + CMLT computer mediated language teaching 1X 3 hours (option) : creativity and CMLTTeacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO
  6. 6. Content CMLT computer mediated language teaching CMCL (computer mediated communication in Language Learning) M.N. Lamy & R. Hampel) publication model of storage and distribution : focus on mass deliveries of common materials to classes 2. compétences multiples et diversifiées des formateurs 1. Connaissance des ressources : exploration des ressources pédagogiques existantes analyse des ressources : 3. Intégration des ressources type de ressources, Multimedia Ressources dans des projets pédagogiques : intérêts, utilité, une pédagogie nouvelle dans la qualités pédagogiques, pratique éducative facilité d’utilisation 2. Création des ressources pédagogiques Connaissance des outils de création : (quick overview) Texte : traitement de texte (html, pdf) son : Audacity, Podcast : http://lve.scola.ac-paris.fr/anglais/tice.php image : GIMP 2 / Photofiltre vidéo : Windows Movie Maker, Camstudio exerciseurs : Hot Potatoes, Netquiz diaporama (Powerpoint / open office Blog:très bonne introduction : http://lve.scola.ac-paris.fr/anglais/blogs.php site internet : KompoZer :Teacher Education in CALL & CMC mind map : carte heuristique (Free mind) et carte conceptuelle Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Webquests :cf. Exemples sur Moodle Laboratoires RECIFES & GERIICO
  7. 7. ICT resources and infrastructure Students conducted a survey in their own school* to find out about : ICT hardware Computers (where, how many, access) Additional technology ressources Network Internet access ICT security Staff B2i *28 secondary schools ( Collège or lycée) in the north of France Findings Short version : See conclusions next pageTeacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO
  8. 8. ICT resources and infrastructure Conclusions In all secondary schools teachers have access to desktop computers. Some have laptops, interactive whiteboards, digital cameras, data projectors and DVD players. The average number of computers per school is 91, the average number classrooms per schools equipped with computers that language teachers can access to is 1.8 In 10 out of 28 schools there are computers for teacher in the teachers’ room for pedagogical purposes : average number 3.4Teacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO
  9. 9. Uses of ICT in teaching and learning Data : 7 trainee teachers personal research filesTeacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO
  10. 10. Conclusions Basic ICT competences acquired Teachers attitude towards the use of ICT has turned into a undoubtedly positive one : Communication among students increased Realising the potentialities of group work Better understanding the rôle of a teacher as facilitator Enhancing pupils autonomy Handling heterogenious classes Insufficient infrustucture in schools Lack of cooperation or collaboration among teachers Further questions : Link between TBLT and CMCLTeacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO
  11. 11. M.N. Lamy & R. Hampel. Online Communication in Language Learning and Teaching, New York, Palgrave Macmillan, 2007Teacher Education in CALL & CMC Judith BarnaTeacher Education SIG Workshop 2010 Université Lille Nord de France, Université dArtois - IUFMEUROCALL, Lyon INRP Laboratoires RECIFES & GERIICO

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