The document discusses the evolving roles of teachers in ICT-enhanced classrooms. It describes a study conducted in 2009 where the teacher took on facilitator and planner roles. As a facilitator, the teacher understood student needs, planned objectives and resources, and evaluated learning. Resources included online and offline materials accessed through Moodle. Learning was organized into a self-paced cycle of vocabulary learning, practice, review, and reflection. Moodle quizzes monitored progress. Student feedback found the pacing and materials mostly appropriate, with TOEIC scores improving after the course. The teacher's roles include planning instruction both online and offline, as well as individual counseling.

1. teachers’ roles
in an ict-enhanced
classroom
mari yamauchi
chiba university of commerce
glocall 2010
kota kinabalu, malaysia

2. what teachers do
Teaching
Planning
Observation & Reflection

3. teacher as facilitator
One important aspect is that[the role] of facilitator of
student learning. The facilitator attempts to provide
circumstances that will enable students to engage
with the learning opportunities and construct for
themselves their understandings and skills.
(J. Tylee 1999)

4. teacher as facilitator
• understands the needs of the students
• plans & organizes the learning
• sets objectives
• chooses resources
• implements the plan
• evaluates the process

5. ict-enhanced classroom
Teacher as planner considers a wider range of
choices of resources & learning activities
• digital & analog
• online & offline
• synchronous & asynchronous

6. blended (hybrid) learning
= learning that is facilitated by the
effective combination of :
• different modes of delivery
• different models of teaching
• different styles of learning
(L. M. Nielsen, 2010)

7. teacher as facilitator
in an ict-enhanced classroom
• understands the needs of the students
• plans & organizes the learning
• sets objectives
• chooses from a wider range of resources
• (+ designs & creates online materials)
• implements the plan
• evaluates the process

8. this study (2009)
• An elective TOEIC preparation course
• 90 mins; 15 weeks
• 27 students (mostly sophomores)
• Multi-level class (TOEIC scores: 230-595)
- more/less successful language learners
- more/less independent learners

9. the needs of students
• More successful learners need challenging tasks
• Less successful learners need:
• easier tasks
• language help
• counseling to be better learners
Differentiated instruction

10. objectives
To facilitate student learning
• Help both stronger and weaker students stay
motivated
• Help both become more independent
learners
• Help both improve their language skills and
language learning skills
• Help both become more successful in tests

11. resources
• One-to-one computers + Internet access
• One projector in front + One monitor between 2 computers
each mirroring the teacher’s computer screen
• A Moodle course designed for this class
• A class blog + students’ mobile phones
• A vocabulary book + CD (Textbook)
• Worksheets

12. organization of learning
Vocabulary
Review +
learning Reattempt
Checking: (Homework) (Homework)
Quiz+Dictation
Listening training Reflection &
(In class) Planning
(In class)
Grammar &
Review +
TOEIC practice
Reattempt
(In class)
(In class)

13. organization of learning
Vocabulary
learning
(Homework)
Review + Reattempt
Reflection &
Planning
Checking: Quiz+Dictation
Review + Reattempt
Listening training
Grammar & TOEIC practice

14. organization of learning
Checking: Quiz
+Dictation
Listening training Vocabulary learning
Review + Reattempt
Reflection &
Planning
Review + Reattempt
Grammar & TOEIC practice

15. organization of learning
Checking: Quiz
+Dictation
Listening training
Vocabulary learning
Grammar & TOEIC Review +
practice Reattempt
Reflection &
Planning
Review +
Reattempt

16. organization of learning
Checking: Quiz
+Dictation
Listening training Vocabulary learning
Grammar & TOEIC practice
Review + Reattempt Review +
Reattempt
Reflection &
Planning

17. instructing & counseling (offline)
assisting & counseling (online)
Vocabulary learning Teacher instructs Ss what to learn
Vocabulary quiz Moodle assists monitoring
Listening training Teacher instructs Ss how to improve skills
Teacher instructs Ss what to learn
Grammar & TOEIC
practice Resources in Moodle assists learning
Moodle assists monitoring & learning
Review & Reattempt
Teacher counsels individual students offline
Teacher counsels individual students online
Reflection & Planning
(using Moodle)

18. using moodle
to help self-paced learning

19. using moodle quizzes to help
self-monitoring & planning
Review + Review +
Reattempt Reattempt
(In class) (Homework)

20. online counseling via moodle journals*
offline counseling during the self-paced learning
1 on 1 Conversation
Review + Reattempt
Journal
Reflection & Planning

21. course evaluation:
pacing & moodle quizzes
Sometimes
a bit too fast
Mostly Sometimes too difficult
appropriate
Often
Often too fast too difficult
Often too slow
Mostly appropriate
Pacing (N=27) Moodle Quizzes

22. course evaluation:
materials & activities
Useful
Needed more
Needed less
Fun
Difficult
Hard to use
Boring
(N=27)

23. course evaluation:
toeic scores
2009.1 2009.7 Difference
Level 1 246.7 336.7 90.0
Level 2 356.9 419.4 62.5
Level 3 450.0 497.5 47.5
Level 4 550.0 623.3 73.3

24. course evaluation:
free description
It am happy because I understand grammar better.
I liked the class because of a I wanted to practice
lot of listening practice. listening more.
The online quizzes were The class was difficult;
useful/convenient. I hate computers.
I don’t use computers; I loved the worksheets.
The class was difficult, but the teacher helped me.

25. teacher’s roles
Facilitating student learning
Planing & implementation
instruction counseling
designing
Offline Online & creating
materials
Group
In class Individual
Individual
Out of class Individual Individual
planning counseling

26. online components
can be increased
• when you work in a team to develop an online
course
• when you are sure that all students are ready for
online activities
• if Moodle is more compatible with posts from
(Japanese) cell phones

27. what teacher does
made more visible
Teaching
Planning
Observation & Reflection

28. current/future attempts
in traditional classrooms
• Moodle forums → collaborative learning
• Blogs → homework
• Moodle Networking → interschool discussion forum
• Skype → International communication

29. thanks
yamauchi.mari@gmail.com