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Abrapui2012
This document discusses the integration of technology into English language teaching and learning. It begins by outlining the widespread adoption of technology and digital tools. It then provides an overview of the connectivism and new literacies theories which support technology-based learning. Specifically, it discusses principles of connectivism like learning through diversity and connections. It also outlines new literacies like attention, participation, collaboration and information consumption. Finally, it presents Schneiderman's framework for technology-based teaching which emphasizes collecting, relating, creating and donating information through the use of digital tools.
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Abrapui2012
- 1. English Language teachingand learning in the Age of Technology Vera Menezes
- 2. 1. The ageof technology 2. Theoretical Support. 3. Digital tools. 4. Conclusion
- 3. 1. The ageof technology 845 million monthly active users at the end of (December 2011) More than 140 million active users, 340 million Tweets a day, which means 1 billion Tweets every 3 days. (March 2012) 79.9 million = number of Brazilians with internet access (home, work, school and cybercafés among others) (2011) The Internet became really big
- 4. Fourteen years agoand now
- 5. Integration Traditional media – newspaper, books, r adio – are giving way to content which is consumed in cell phones, laptops and tablets such as iPads.
- 6. Integration Traditional ways ofreading are also being replaced by the integration of readers.
- 7. The fantastic flyingbooks of Mr. Morris Lessmore by William Joyce
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- 9. 2. Theories Connectivism (SIEMENS, 2006, 2006) New literacies (RHEINGOLD, 2012) Framework for technology- based teaching and learning (SCHNEIDERMAN, 2003).
- 10. Connectivism “A central tenetof most learning theories is that learning occurs inside a person” (Siemens, 2005) “These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology)”. (Siemens, 2005) “Learning is evolutionary. It is not an event or end goal. Learning is a process. Our personal network is continually being augmented and enhanced by new nodes and connections”.
- 11. Connectivism Siemens (2005, 2006)proposes an alternative theory integrating “principles explored by chaos, network, and complexity and self- organization theories. He calls it Connectivism – “the assertion that learning is primarily a network-forming process” (Siemens 2006, p. 15).
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- 13. Principles of connectivism Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances.
- 14. Principles of connectivism Capacityto know more is more critical than what is currently known. Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill.
- 15. Principles of connectivism Currency(accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer, it may be wrong tomorrow due to alterations in the information climate
- 16. Principles of connectivism “knowledgeas a river, not a reservoir” Diversity Autonomy Openness Interactivity
- 17. Examples of connectivism UFMG=Ingrede Project: 1500 students (Moodle platform) Diversity of opinions and learning routes Autonomy :digital library and a collective glossary Interactivity: reading and posting Openness ; new material brought by the students themselves.
- 18. Examples of connectivism UFSC:undergraduate course (Moodle platform) Diversity of material Autonomy is one of the objective Interactivity: forums for debates Openness : students can post new content.
- 19. New literacies Rheingold(2012) “Literacy now means skill plus social competency in using that skill collaboratively”. (K.163) Five Literacies: Attention Participation Collaboration Consumption of information (aka “crap detection”) Network smarts Watch a video with Reingold at http://www.youtube.com/watch?v=kxmG6VeNSuQ
- 20. New literacies Rheingold(2012) Attention literacy refers to the mindful use of media. Where are you directing your attention to? Participation: Rheingold (2012, K.2465) believes that participation creates a sense of belonging and empowerment in users. “Participation, however, is a kind of power that only works if you share it with others” K.2482) and this leads us to the concept of curation.
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- 25. New literacies Rheingold(2012) Collaboration is a key concept in Rheingold’s proposal. He says that “Collaboration is the most purposeful means of collective action”. A typical educational design based on collaboration is tandem learning. Examples: the work of João Telles and his collaborators at UNESP. Braga (2004) and Souza (1998) at UFMG. Attention/Participation/Collaboration/Consumption of information/Network smarts
- 26. New literacies Rheingold(2012) Collaboration is still a problem. Example: wiki Expected pattern Common pattern Attention/Participation/Collaboration/Consumption of information/Network smarts
- 27. New literacies Rheingold(2012) Consumption of information (aka “crap detection”): critical consumption of information Network smarts: “the internet and the cell phone have transformed communication from house to house to person-to-person”. “,The person has become the portal”. Network smarts are the ones who are aware of their networks and the power of getting things Attention/Participation/Collaboration/Consumpt done. ion of information/Network smarts
- 28. Shneiderman (2003) “You are evaluated today by “how many messages you get a day, how many groups you contribute to, and how many other people link to your Web pages”. (Shneiderman,2003, K, 1062)
- 29. Shneiderman (2003) The oldeducation emphasized acquiring facts and chunks of information, Old education stimulated competition and only a few students were supposed to get good marks. Students were prohibited from reading each other’s work and required to work independently. The new education emphasizes collaboration.
- 30. Shneiderman’s framework for technology-based teaching (2003) COLLECT (Gather information and acquired resources) RELATE (Work in collaborative teams) CREATE (Develop ambitious projects) DONATE Produce results that are meaningful to someone outside the classroom) CRCD
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- 34. By Samantha Penney<http://www.usi.edu/distance/bdt.htm>
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- 37. In spite ofthe natural resistance to innovations, it seems that digital tools have been gradually incorporated into different kinds of learning contexts: from face-to-face to blended or online learning contexts.
- 38. We never knowwhat new tools will appear and how they will affect us. Korea is now testing two types of robots to teach young students. One is programmed to teach English using voice recognition technology and the other is a telepresence robot with enables children to learn from native speakers of English who are far away.
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- 40. One 10-year-old boysaid he was a little nervous about the robot at first, but he liked its singing and dancing. His classmate, 10-year-old girl, said, “I like the robot teacher better than human teachers.”
- 41. I do notthink we will compete with robots in Brazil, but I think we will surely be invited to produce more and more digital material. That seems to be the direction our government intends to pursue.
- 42. O arranjo socialda escola é do século 18. Os professores são do século 20 e os alunos, do século 21.” (iG 06/03/2012) The school social arrangement is from 18th century. Teachers are from 20th century and the students are from 21st century.
- 43. Thank You for your attention! Vera Menezes http://www.veramenezes.com/