ILTA 2008
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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.
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The document discusses the author's experience using technology in language teaching over time. In the early 1990s, the author began teaching languages and had little technology experience beyond a word processor. Classrooms were unequipped except for whiteboards. Over time, the author developed skills using tools like overhead projectors, cassette players, and early CALL programs. Contact with colleagues exposed the author to new tools and inspired a do-it-yourself approach to meet pedagogical needs. The author now focuses on empowering other teachers and learners to develop their own technology-enhanced practices through leadership roles and conferences like the LLAS e-Learning Symposium.
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This webinar presents theoretical considerations for developing an educator’s digital capabilities. We also review examples of ed-tech professional development models to support and empower educators to successfully implement technology-enhanced teaching practices. Our experience shows that the development of digital capabilities in educators is highly dependent upon empowering, developing and enhancing the educators’ mindset.
From technophobe to technophile
Wondering where you belong on the spectrum between a technophobe and technophile? Curious as to how this affects your teaching? More tech-savvy generations of learners are entering our classrooms bringing not only their rich cultural contexts, but also new preferences of learning and engaging both with each other, and their educators. However, incorporating ed-tech strategies effectively into teaching can seem daunting to many educators.
Our experience shows that the development of digital capabilities in educators is highly dependent upon empowering, developing and enhancing the educators’ mindset. This presentation presents theoretical considerations for developing an educator’s digital capabilities and reviews examples of ed-tech professional development models to support and empower educators to successfully implement technology-enhanced teaching practices.
SMAR TPACK for Digital Learning Design
This document discusses models for integrating technology into teaching and learning: SAMR and TPACK.
SAMR is a model that categorizes ways technology can be used in education from substitution to redefinition. TPACK is a framework for lesson planning that considers the context, content, pedagogy, and appropriate technologies.
The document provides examples of how learning tasks can move up the SAMR levels from substitution to redefinition. It also outlines the steps to use TPACK for technology integrated lesson planning including reflecting on technological pedagogical content knowledge. Educators are encouraged to use these models to redesign learning activities.
Call
Computer-assisted language learning (CALL) uses computer technology to aid in the presentation, reinforcement, and assessment of language material. Early CALL focused on programmed instruction, while more recent terms like technology-enhanced language learning emerged. Typical CALL programs present a stimulus for the learner to respond to, and provide feedback. While early CALL focused mainly on technology, pedagogical considerations are now important to effectively integrate computers into language learning. Common CALL tools include commercial software, the world wide web, presentation software, and authoring software to create exercises.
Tech n 21st century learning presentation
This document discusses the importance of integrating technology into 21st century education. It argues that technology should be used across all subjects to prepare students for a world dominated by technology. While technology may initially seem confusing, it can enhance learning when used appropriately. The document provides examples of technologies like PowerPoint, podcasts, blogs and online communities that can be used in engaged, student-centered ways. Educators are challenged to thoughtfully incorporate new tools and rethink traditional models of education. With guidance, technology can foster higher-order thinking skills and help students adapt to a changing world.
HI2013IDW Inviting Technology into the Classroom
This document summarizes a presentation about inviting technology into the classroom. The presenter's goals were for attendees to leave with 3 action items: 1) Try a structural change to increase student engagement, 2) Try a new tool, and 3) Use a familiar tool in a new way. The presentation discussed how technology has changed the skills needed to learn and succeed, and how classrooms need to adapt structural changes like flipped classrooms and badges. It provided examples of tools to try like Prezi, PowToon, and Google Docs to increase participation. The presenter emphasized balancing risks and focusing on student use of technology over the instructor's use.
Technology in languages education
An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
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With freely available digital technologies students can demonstrate their understanding of course content in multiple ways (images, audio, video, presentations, artwork, and more). Each student’s end product (learning artifact) allows them to personally self-express their mastery of the content.
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Learn what is reasonable for instructors and online course designers to know in order to begin designing courses that are welcoming to, accessible to, and inclusive of all students and instructors, including those with disabilities.
Technology Education
This document provides an overview of educational technology and its uses. It defines educational technology as processes and tools used to address educational needs, including films, slides, computers, the internet, and productivity and learning software. It discusses why technology should be used in education, such as engagement, facilitating unique experiences, and supporting learning theories. It also outlines the ADDIE model for planning technology integration and the ABCs of ensuring technology is accessible, beneficial, cost-effective, and demonstrates what cannot be done less complexly. The document reflects on articles about educational technology, computer-assisted language learning, and promoting technology use in schools.
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The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
Sjtu221107
At lecture for fresh(wo)men on learning theories, learning theories and language learning, using Twitter for language learning, building a personal learning environment in 10 minutes, building a personal learning environment in 10 seconds, Artificial Intelligence for learning support.
In this version, there are problems with the images. Please use the pdf version for online viewing
http://www.slideshare.net/ullrich/sjtu221107-176532
The ppt download is better for the animations, though.
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In this presentation I was addressing the issue of on-line courses and the misuse of technology. I gave an example of one of my courses to show how the students are engaged and how they are learning very important skills that will help them in the future. I am teaching them to learn how to learn.
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ILTA 2008
- 1. Best Practices in Using Technology to support Language Teaching and Learning Dennie Hoopingarner Michigan State University November 7, 2008
- 3. Myth 1: There is a “technology” What is technology?
- 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
- 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?
- 16. Which would you rather use?
- 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
- 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
- 29. Principles of using Technology
- 31. Example: Replace The Oral Interview
- 34. See it in action: http:// clear.msu.edu/teaching/online/mashup/view.php?ID =MjQ0OA==
- 35. Example: Augment Homework as Formative Assessment
- 38. See it in action: http://ria-clear.blogspot.com /
- 39. Example: Transform Constructivist Language Learning
- 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
- 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