1) The document discusses the use of internet technologies and computer-mediated communication (CMC) in language teacher education. It covers topics like Moodle, wikis, blogs, and the benefits and challenges of using these tools. 2) CMC promotes reflective practice among trainees and allows for more in-depth reflection than traditional classrooms. However, online discussions can also descend into "flaming". 3) Emerging issues include the formal preparation of online teachers and accreditation. Research also shows CMC builds confidence and community among shy trainees while allowing for more direct interaction. Virtual worlds and role-playing show potential as well.

1. Chapter XXIII: internet
technologies
and language teacher education
By Darren Elliot
Presented by
Ricardo Alonso
Avendaño
Claudia Yuliana
Ramírez

2. Teacher Education
(Woodward, 1991)
Training Development
Competency based Holistic
Short-term Long-term
One-off Temporary
External agenda Internal agenda
Skill/technique and knowledge based Awareness based/insights
Compulsory for entry to the profession Non-compulsory
Top-down Bottom-up
Product/certificate weighted Process weighted
Means you can get a job Means you can stay interested in
your job
Done with experts Done with peers
Compulsory Voluntary

3. The internet, web 2.0 and
current practice

4.  “Learning may be being transformed, but
teaching is changing as its own pace”
(p. 440).
 Educators might be less technolierate than
their students (Prensky, 2001).
 Moodle design based on social constructivist
principles.

6. Computer-mediated
Communication (CMC)

7. SITUATION:
We need to establish if and how the new styles
of communication are different from what has
gone before.

8. EXAMPLE
Japes (personal communication, August 7, 2006)
encountered a similar situation administering an
online Diploma course; he found that his initial
attempts to facilitate synchronous discussion
groups was an impossible task, eventually settling
on five trainees at one time with arranged turn-
taking cues. Nunan claims that “some of the
transcripts (from synchronous discussions) could
easily have been from a classroom”
(Nunan, 1999, p. 58),

9. PRACTICAL ISSUES

10. there is a growing body of
research investigating deeper
cognitive and pedagogical
benefits of Computer
Mediated Communication in
teacher education.

12. 1) This kind of collaboration 1) on anonymous Internet
promotes reflective practice in forums, it is generally
trainees, and with less time understood that interaction
pressure than in the can easily descend into
conventional classroom setting, aggressive personal attacks
learners are not only able to known as flaming.
reflect more deeply, but actively
encouraged to do so (Arnold &
Ducate, 2006, p. 43).
2) Others emerging from CMC
2) the fact that communication is nature itself:
not direct but mediated allows Formal preparation of
participants to be more direct “virtual teachers.
than they might otherwise be Accreditations.

13. MEANINGFUL
EXPERIENCES
Boon’s (2007) research into instant
messaging and cooperative
development is an interesting example
of how in-service teachers can utilize
free software for professional
development.
Boon reported success in the technique
through instant messaging, with the main
advantage being that teachers could take part
across distance. It would be intriguing to know
if the written yet instantaneous format had any
effect on the reflective process.

14. APPLICATION FOR
TEACHERS
O the potential for self-directed and collaborative
development online is immense
enable
previously
isolated
teachers to
share
techniques and
data, enabling
researchers to
meet virtually as
well as face-to-
face.

15. WIKIS
“collaboratively and incrementally updateable” websites (Lavin
& Claro, 2006, p. 10).
“learner” centred tool,
WIKIPE consider issues from multiple perspectives
DIA edit existing material from other contributors.
a large-scale collaboration of knowledge in the field of
Wikigog language teaching You CAN consider issues from multiple
y perspectives
googled To create and share spreadsheets, text documents or
presentations
ocs
to store them online for portability and flexible access.

16. BLOGS
Journal writing has been popular in teacher education for
some years, as a method for exercising or promoting
reflection
journal writing was beneficial in opening dialogue between
PROS trainee and tutor or peers.
Versatility; embed video clips, pictures, ETC
Self publish & share anonymously with strangers
without explicit training in how to keep a reflective journal,
it appeared that students basically maintained their CONS
starting level of critical reflection.

17. Tasks (Porter, et al. (1990, p.
228)
1. React to class discussions 11. Question the applications, motivations, uses
2. Describe class discussions or significance of what you have learned
3. Ask questions about readings/discussions 12. React to class demonstrations, observations,
4. Relate readings/discussions to your own teaching/tutoring experiences, etc
experiences 13. Make connections between course content
5. React to something that you read and previous experiences you have had as a
6. Describe something that you read teacher, tutor, language learner etc
7. Argue for or against something that you read 14. Argue for/against a particular technique or
8. Explore pedagogical implications of procedure
readings/discussions 15. Describe your progress or problems with the
9. Describe new knowledge you have obtained current assignment/exam
10. Fit new knowledge into what you already 16. React to the tutors’ evaluation of your last
know
assignment/exam

18. Meaningful experiences

20. Other benefits
Computer –mediated
communication
Much more confident for
shy trainees
Building self-steem and
sense of community
Allows participants to be
more direct.
Potential of
MUVE’s (3D Multiuser
Virtual Environments)
E.g: Second life (role-
play/virtual worlds).

21. THANKS!