The document discusses best practices for using technology to support language teaching and learning. It addresses four common myths: 1) That there is a single "technology"; 2) That technology is a methodology; 3) That today's technologies are all one needs to know; 4) That technology will replace teachers. The document advocates using technology to replace, augment, or transform teaching tasks based on principles of good pedagogy. Technology should enhance, not replace, good teaching practices.

1. Best Practices in Using Technology to support Language Teaching and Learning Dennie Hoopingarner Michigan State University November 7, 2008

2. Four myths about technology Robert Blake “What Language Professionals Need to Know about Technology” ADFL Bulletin Spring 2001 There is a “technology” Technology = methodology Today’s technology is all you need to know Technology will replace teachers

3. Myth 1: There is a “technology” What is technology?

4. What is “technology?” Computer Overhead projector Smartboard DVD player DVR Cell phone Telephone iPod Document camera/ELMO PDA Transporter Replicator Light saber Hyperdrive Cylon brain downloader

5. Do you have to “know” all these in order to “know” technology?

6. Lumping all technology together into a monolithic entity is overly simplistic and discouraging

7. Different technologies are suitable for different pedagogies

8. Best Practice: Recognize that “technology” can mean many different things

9. Myth 2: Technology = methodology

10. Technology is not a methodology Saying “I teach with technology” is as meaningless as saying “I cook with heat” That tells me nothing Teaching is teaching, technology is a TOOL Does chalk teach? Does a hammer build a house? Teachers teach with technology, technology doesn’t teach for teachers

11. Best Practice: Enhance your teaching methods and personal style with technology

12. Myth 3: Today’s technology is all you need to know

13. Remember this?

14. Many innovative applications A La Rencontre de Philippe Destinos Video clips, simulations, language in context Revolutionary multimedia language teaching

15. What happened? Innovation New technology that was: Smaller Better Cheaper Portable

16. Which would you rather use?

17. What about the investment? Time, Effort, Money Development of content Facilities changes Curriculum Credibility of the technology’s proponents

18. It wasn’t wasted We learned a LOT about language teaching Technologies of yesterday inform the development of tomorrow’s technologies Similar to language teaching methodologies Grammar-translation Audio-Lingual Communicative Focus on Form Constructivist

19. Lessons learned: Technology is a moving target There will always be a new technology Next year’s models will be better & cheaper Doing nothing is not an option: If you’re not moving forward, you’re moving backwards

20. Today’s technologies will seem quaint and old-fashioned before you know it

21. Best Practice: Keep current If you aren’t moving forward, you’re moving backward

22. Myth 4: Technology will replace teachers

23. What computers can’t do: Parse spoken language: “Computers can wreck a nice beach.” Process language: "I once shot an elephant in my pajamas. How he got in my pajamas I'll never know" --Groucho Marx Convince a human being that the computer is human (Turing Test)

24. What do language teachers do? Listen to students and correct their language (Parse spoken language) Guide the development of students’ interlanguage (Process language) Interact with learners (Have learners communicate with you as if you are human)

25. It is very difficult for computers to do with language what humans can do very easily

26. Any teacher that can be replaced by a computer, should be replaced by a computer

27. Best Practice: treat technology as a partner, not as a competitor

28. The four myths: There is a “technology” Technology = methodology Today’s technology is all you need to know Technology will replace teachers

29. Principles of using Technology

30. Technology as a RAT R eplace teaching tasks A ugment aspects of teaching T ransform the learning experience

31. Example: Replace The Oral Interview

32. The Oral Interview German 101 Interview Mid-point in first semester Diagnostic activity: “touch base” Short, 4-5 question interview Old way: schedule interviews with teachers New way: simulated interview with software program

33. Technology: Conversations Record questions for students Simulate an interview Students access the program online Collect students’ responses Replace student-teacher interaction with student-computer-teacher interaction

34. See it in action: http:// clear.msu.edu/teaching/online/mashup/view.php?ID =MjQ0OA==

35. Example: Augment Homework as Formative Assessment

36. Homework as Formative Assessment Speaking assignments: audio cassettes Writing assignments: drafts and red pencils

37. Technologies: Audio Dropboxes : tool for online speaking assignments Revisions : tool for process writing

38. See it in action: http://ria-clear.blogspot.com /

39. Example: Transform Constructivist Language Learning

40. Constructivist Language Learning Theory: learn by creating knowledge Research on technology and learning Cf Chomsky’s theory of language acquisition

41. Technology: Mashups Authoring Tool Create interactive, multimedia web pages Combine data from many sources Easy to use Students learning by creating teaching materials that help them learn

42. These tools are free and available: http://ria.clear.msu.edu/

43. See it in action: YouTube: http://clear.msu.edu/teaching/online/mashup/view.php?ID=MTEx Integrated: http://clear.msu.edu/teaching/online/mashup/view.php?ID=Mzcx

44. Best Practice: Use technology when (and only when) there’s a good reason to use it.

45. Corrollary: “Because it’s cool” is not a good reason.

46. Technology in the context of standards and skills Its role, functions

47. ACTFL’s Standards Communication Cultures Connections Comparisons Communities

48. Four Skills Listening Reading Speaking Writing

49. Technology is neither a language standard nor a language skill Where does it fit?

50. Filling in a Matrix? Listening Reading Speaking Writing Communication Cultures Connections Comparisons Communities

51. Bridge gaps? Listening Speaking Reading Connections Communication Comparison

52. Sticks things together?

53. Regardless, technology CAN Streamline teaching Individualize learning Allow teachers to do some new things

54. Sure bets about technology: You will always know less than you want You will always be discovering new things It will always cause problems It will always be changing It will never go away

55. Best Practices Be open to thinking outside the box Recognize the potential of technology Look for ways to RAT teaching Stay grounded in good pedagogy Don’t get “wow’ed” Include technology when it makes sense to you Treat technology as a means to an end, not as an end in itself Trust your instincts as a teacher

56. To sum it all up: Good teaching is good teaching Teaching and learning can both benefit from the judicious inclusion of technology How to do that is up to you to decide

57. Thank you! http://ria.clear.msu.edu/