EDTEC 690 Presentation
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Fourth grade English language learners created digital stories using PowerPoint software. Analysis of the stories showed an increase in transitional words but no change in adjective use. While the treatment group performed slightly higher on an exam about the story, the overall learning gains between the treatment and control groups were insignificant, so no conclusions could be drawn about the effectiveness of digital media.
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This document describes a study that compared blended and traditional introductory Italian language courses over four semesters between 2007-2009. The blended model reduced in-class time by 33% and shifted more comprehension and review online. Student evaluations found that over 70% felt they learned as much or more in the blended format and gained confidence in learning difficult material. Student grades in the blended courses were slightly higher on average for homework, tests, and overall course grades compared to traditional face-to-face courses.
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[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
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learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
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online platforms that offer opportunities for sharing of information and
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autonomy. Studies that implement such approaches well as others will be
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1) Englisch-hilfen is described as a useful website for assessing vocabulary with a variety of exercise types, immediate feedback, and contexts to help learners apply words appropriately.
2) The British Council's Learn English site is outlined as a resource for assessing grammar with numerous exercise options for different proficiency levels and skills based on researchers' task categories. Both sites are presented as organized, interactive resources that make language learning attractive while keeping learners focused on the assessment content.
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ICT promote autonomy among ESL/EFL learners: myth or reality?
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There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
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ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
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1) Englisch-hilfen is described as a useful website for assessing vocabulary with a variety of exercise types, immediate feedback, and contexts to help learners apply words appropriately.
2) The British Council's Learn English site is outlined as a resource for assessing grammar with numerous exercise options for different proficiency levels and skills based on researchers' task categories. Both sites are presented as organized, interactive resources that make language learning attractive while keeping learners focused on the assessment content.
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2) A non-comparative study evaluated the use of interactive whiteboards in classrooms. Teachers reported improvements in student motivation with the whiteboards, and most teachers found them effective for student learning gains. However, setting up the whiteboards was problematic when teachers had to do it alone.
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or electronically (word processor and/or commenting/annotation tool). Each of these
systems has their strengths and weaknesses.
Our assumption was that students benefit from personal, detailed and rich feedback and
clear explanations for improvement. This has led to systematic use and development of a
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Stray lamb - misalignment in a socio-technical structure of an enterprise whe...
Presentation at: 2nd International Workshop on Socio-Technical Perspective in IS Development (STPIS'16) , Ljubljana, June 14, 2016. Link to the text: http://bit.ly/29baqtz
Products from traditional engineering companies, such as cars and refrigerators, are evolving to become intelligent via combining hardware, software, sensors, and connectivity/networks. In such products, the importance of software increases exponential. Therefore, new software development units are emerging. This may cause misalignment between the traditional parts of the engineering companies and the new emerging software development units. The misalignment concerns both the technical part of the socio-technical structure of the companies, i.e. a conflict between different project management methodologies in the units, and the social part, i.e. the power roles of different unis and coordination between them. Viable System Model (VSM) has been applied to study the nature of misalignment in one such company, a large car manufacturer. This paper reports on the experience obtained during this study. With the help of VSM, misalignment was identified and diagnosed as a “stray lamb” – a pathological archetype related to a new and important unit of the company not being properly incorporated into the rest of the system.
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For text refer to http://link.springer.com/chapter/10.1007/978-3-319-47717-6_17
You can also find it on ResearchGate
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