The EFL Teacher and Techonology: Who is the Boss? by Mady Casco

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The EFL Teacher and Techonology: Who is the Boss? by Mady Casco

  1. 1. The EFL teacher & technology
  2. 2. Who is the BOSS?
  3. 3. @ What is ICT? @ What is Multimedia?
  4. 4. @ The EFL teacher & the new technologies
  5. 5. @ The technocentric frame
  6. 6. What is ICT?
  7. 7. Information Communications Technology/ies
  8. 8. ICT is an umbrella term that includes radio, television, cellular phones, computer and network hardware and software, satellite systems, videoconferencing and distance learning. Source: http://searchcio-midmarket.techtarget.com/definition/ICT  
  9. 9. What is Multimedia?
  10. 10. “Multimedia involves the convergence of text, audio, sound, still pictures, animation and video into a single presentation.” Shrum & Glisan,2010:457 Shrum, J. & Glisan, E. (2010). Teacher´s Handbook. Contextualized Language Instruction. Cengage Learning.
  11. 11. @The EFL teacher & the new technologies
  12. 12. How do you feel towards the new technologies?
  13. 13. threatened scared overwhelmed
  14. 14. Punya Mishra & Matthew Koehler Michigan State University
  15. 15. “The new technologies have changed the nature of the classroom or have the potential to do so.” Misrha, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record. Volume 108, Number 6, June 2006, pp.1017-1054. Columbia University.
  16. 16. “Though not all teachers have embraced these technologies for a range of reasons – including a FEAR of CHANGE and lack of time and support – the fact that these technologies are here to stay cannot be doubted.” Misrha, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record. Volume 108, Number 6, June 2006, pp.1017-1054. Columbia University.
  17. 17. Nicholas Burbules
  18. 18. “It is threatening because it is new and it is difficult and it is a change.”
  19. 19. “Teachers need to see this not as a threat but as an opportunity.”
  20. 20. “There is a race going on between the ability of traditional educational institutions and other entities that are beginning to provide these e- learning opportunites.”
  21. 21. “Schools can´t afford to lose this race.”
  22. 22. Source: http://edt514tpack.wikispaces.com
  23. 23. Judith Harris
  24. 24. “For about 25 years, teachers have been asked to design lessons around a computer or a particular piece of sottware. But that doesn´t work, unfortunately.” Judith Harris
  25. 25. “It is NOT about designing lessons around the tools, but it is about designing lessons, units and projects around learners ´ needs.” Judy Harris´ Conference at Educared 2011 – Madrid- Spain http://www.youtube.com/watch?v=lnKKj31m_6c -
  26. 26. “The way that we´ve been doing it is like the tail wagging the dog.” Judy Harris´ Conference at Educared 2011 – Madrid- Spain http://www.youtube.com/watch?v=lnKKj31m_6c -
  27. 27. Punya Mishra & Matthew Koehler Michigan State University
  28. 28. Technology
  29. 29. Technology Seymour Papert 1980 Papert, S. (1980)Mindstorms: Children, Computers & Powerful Ideas. Basic Books Inc.
  30. 30. Technology Horacio Reggini Reggini, H. (1988): Computadoras: ¿Creatividad o Automatismo? Ediciones Galápago. Buenos Aires: Argentina. 1988
  31. 31. Punya Mishra & Matthew Koehler
  32. 32. TPACK •Technological •Pedagogical •Content •Knowledge
  33. 33. TPACK Chapter 1 ”TPACK is a framework for teacher knowledge for technology integration. We argue that the development of TPACK by teachers is critical to effective teaching with technology.” Misrha, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record. Volume 108, Number 6, June 2006, pp.1017-1054. Columbia University.
  34. 34. TPACK ”Teaching is a highly complex activity that draws on many kinds of knowledge.” Misrha, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record. Volume 108, Number 6, June 2006, pp.1017-1054. Columbia University.
  35. 35. TPACK Quality teaching requires:
  36. 36. TPACK Content Knowledge
  37. 37. TPACK Pedagogical Knowledge
  38. 38. TPACK Technological Knowledge
  39. 39. TPACK emphasizes the complex interplay of the three bodies of knowledge.
  40. 40. AACTE Committee on Innovation and Technology (Editors)(2008).Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge. Chapter 1: Introducing TPCK Chapter 5: TPCK: An Integrating Framework for World Language Teachers
  41. 41. AACTE Committee on Innovation and Technology (Editors)(2008).Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge. Chapter 5: TPCK: An Integrating Framework for World Language Teachers Dr Van Olphen
  42. 42. TPACK ”We argue that the complexity of developing and applying TPACK suggests that a greater emphasis should be placed on the idea of teachers as curriculum designers.” Koehler,M. & Mishra, P. (2008:3)
  43. 43. From EFL teacher to EFL material designer in the “Word Processor” and “You Tube” Era 30-hour course 15 teachers with netbooks/notebooks
  44. 44. Pedagogical Knowledge From EFL teacher to EFL material designer in the “Word Processor” and “You Tube” Era
  45. 45. Pedagogical & Content Knowledge Technological Knowledge
  46. 46. TPACK ”We view the teacher as an autonomous agent with the power to significantly influence the appropriate (or inappropriate) integration of technology in teaching.” Koehler,M. & Mishra, P. (2008:3)
  47. 47. Dr Kumaravadivelu
  48. 48. Kumaravadivelu, H. (2006). Understanding Language Teaching. From Method to Postmethod.
  49. 49. The 3 Parameters of Post-Method Pedagogy Particularity Practicality Possibility
  50. 50. Particularity ‘...Any postmethod pedagogy must be sensitive to a particular group of teachers teaching a particular group of learners pursuing a particular set of goals within a particular institutional context embedded in a particular sociocultural milieu.’ (Kumaravadivelu, 2001, p. 538) Prof.Kumaravadivelu
  51. 51. Practicality ‘The parameter of practicality focuses on teachers’ reflection and action, which are also based on their insights and intuition.’
  52. 52. Possibility ‘The notion of possibility stresses the importance of acknowledging and highlighting students’ & teachers’ individual identity, encouraging them to question the status quo.
  53. 53. TPACK ”We view the teacher as an autonomous agent with the power to significantly influence the appropriate (or inappropriate) integration of technology in teaching.” Koehler,M. & Mishra, P. (2008:3)
  54. 54. The Post-Method Teacher
  55. 55. Autonomous
  56. 56. Researcher
  57. 57. Recommended Bibliography & Webliography
  58. 58. TPACK & Postmethod Pedagogy AACTE Committee on Innovation and Technology (Editors)(2008).Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge. Koehler, M. J., & Mishra, P. (2006). What is technological pedagogical content knowledge?Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed.Journal of Research on Technology in Education, 41(4), 393-416. Kumaravadivelu, B. (2006). Understanding Language Teaching. From Method to Postmethod. ESL. Applied Linguistic Professional Series.
  59. 59. Recommended sites & videos http://www.tpack.com http://edt514tpack.wikispaces.com http://punya.educ.msu.edu/ Judy Harris´ Conference http://www.youtube.com/watch?v=lnKKj31m_6c Punya Mishra: Conference in Hong Kong 2012 http://www.youtube.com/watch?v=9bwXYa91fvQ Punya Mishra & Mathew Koehler Teachers as Designers of Content, Technology and Pedagogy http://www.youtube.com/watch?v=fNoijjIrPT8

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