TEACHING ENGLISH TO THE IPHONE GENERATION: reflecting upon the use of whatsap...Carlos Fabiano de Souza
We have lived in an age of rapid technological advance. Concerning information technology, we may say that it has made it easier for everybody at anywhere/anytime to communicate easier and faster. In this respect we may take into account the fact that mobile technology has become more and more embedded into society, probably due to the current demand for communicating virtually and the consequent increase in mobile telephony. Nowadays, not only are students constantly surrounded by social networks and mobile devices, but also teachers are getting more and more used to them. Thus, this talk intends to provide a reflection upon the use of cell phones and mobile information technology apps (integrating mobile learning into English lessons) by presenting the initial results of a proposal of pedagogical practice, still under development within English language classes at IFF-campus Cabo Frio, which aims at making it possible for students of technical courses to maintain contact with peers of conversational interaction through the target language (on virtual communication environment) by using WhatsApp Messenger – a multiplatform mobile app – as an education technology tool in the teaching-learning process of foreign language. Our work has been based on the concepts of mediation (BEDRAN, 2008; SILVA, 2008 & SALOMÃO, 2008), interactivity (KHALIFA & SHEN, 2004), interaction (PICA, 1996), collaboration (DILLENBOURG, 1999) and autonomy (LITTLEWOOD, 1996; PAIVA, 2006) and their interconnections to the Blended Learning approach.
The document discusses the use of mobile technologies in language classrooms. It explains that mobile learning provides instant access to materials, enables interactive activities through tools like polling systems, and allows for multimedia content playback. The document outlines several mobile learning methods, such as using mobile devices to support distance learning or facilitate teacher-student interaction. It also provides examples of mobile apps and platforms that can be used for language learning, testing, and collaborative work. Finally, the document shares the mobile learning experience at Moscow State University, where smartphones were incorporated into listening exercises, tests, and other classroom activities.
This document discusses mobile-assisted language learning (MALL). It defines MALL as an approach to language learning that is assisted or enhanced through the use of handheld mobile devices. The document outlines some of the key advantages of MALL, including its learner-centered nature, potential for learner autonomy, and ability to integrate real-life contexts into learning. It also discusses challenges like app quality, data usage, and teacher resistance. Examples provided of MALL tools include educational apps, eBooks, social media, QR codes, and course management systems adapted for mobile.
Using Mobile Devices to Assess Language LearningSamantha Petree
This document provides an overview of mobile assisted language learning (MALL) and discusses how mobile devices can be used to assess various language skills. It describes how MALL aligns with second language acquisition theories and then gives examples of apps and activities that use mobile devices to assess listening, speaking, reading, writing, vocabulary and grammar. These include using QR codes, Google Voice, websites and text messaging to provide interactive language learning opportunities on mobile devices.
Mobile Assisted Language Learning (MALL) uses mobile devices like phones, MP3 players, and tablets to enhance language learning. MALL allows students to access language materials and communicate with teachers and peers anywhere, anytime. Early MALL examples included using phones for language lessons or tutoring in the 1980s-2000s. Today, many universities and programs use a variety of mobile devices like iPods and smartphones for language learning through activities like recording assignments, downloading materials, and collaborating with others. MALL provides the benefit of ubiquitous access for on-the-go learning compared to traditional classrooms.
MOBILE ASSISTED LANGUAGE LEARNING FOR MALAYSIAN SCHOOLSNor Fadzleen
This document discusses mobile assisted language learning (MALL) using portable wireless devices like mobile phones and tablets. It provides examples of popular language learning apps and cites research showing that mobile web access will exceed desktop access by 2010-2015. The document also notes that language learning is well-suited to mobile devices as they allow learners to study at their own pace. A study in Malaysia found that most respondents use mobile devices for learning and that MALL could enhance language education in Malaysian schools.
A presentation on mobile assisted language learning presented at he 7th International Technology, Education and Development Conference
Valencia, Spain, 4th - 6th March, 2013
TEACHING ENGLISH TO THE IPHONE GENERATION: reflecting upon the use of whatsap...Carlos Fabiano de Souza
We have lived in an age of rapid technological advance. Concerning information technology, we may say that it has made it easier for everybody at anywhere/anytime to communicate easier and faster. In this respect we may take into account the fact that mobile technology has become more and more embedded into society, probably due to the current demand for communicating virtually and the consequent increase in mobile telephony. Nowadays, not only are students constantly surrounded by social networks and mobile devices, but also teachers are getting more and more used to them. Thus, this talk intends to provide a reflection upon the use of cell phones and mobile information technology apps (integrating mobile learning into English lessons) by presenting the initial results of a proposal of pedagogical practice, still under development within English language classes at IFF-campus Cabo Frio, which aims at making it possible for students of technical courses to maintain contact with peers of conversational interaction through the target language (on virtual communication environment) by using WhatsApp Messenger – a multiplatform mobile app – as an education technology tool in the teaching-learning process of foreign language. Our work has been based on the concepts of mediation (BEDRAN, 2008; SILVA, 2008 & SALOMÃO, 2008), interactivity (KHALIFA & SHEN, 2004), interaction (PICA, 1996), collaboration (DILLENBOURG, 1999) and autonomy (LITTLEWOOD, 1996; PAIVA, 2006) and their interconnections to the Blended Learning approach.
The document discusses the use of mobile technologies in language classrooms. It explains that mobile learning provides instant access to materials, enables interactive activities through tools like polling systems, and allows for multimedia content playback. The document outlines several mobile learning methods, such as using mobile devices to support distance learning or facilitate teacher-student interaction. It also provides examples of mobile apps and platforms that can be used for language learning, testing, and collaborative work. Finally, the document shares the mobile learning experience at Moscow State University, where smartphones were incorporated into listening exercises, tests, and other classroom activities.
This document discusses mobile-assisted language learning (MALL). It defines MALL as an approach to language learning that is assisted or enhanced through the use of handheld mobile devices. The document outlines some of the key advantages of MALL, including its learner-centered nature, potential for learner autonomy, and ability to integrate real-life contexts into learning. It also discusses challenges like app quality, data usage, and teacher resistance. Examples provided of MALL tools include educational apps, eBooks, social media, QR codes, and course management systems adapted for mobile.
Using Mobile Devices to Assess Language LearningSamantha Petree
This document provides an overview of mobile assisted language learning (MALL) and discusses how mobile devices can be used to assess various language skills. It describes how MALL aligns with second language acquisition theories and then gives examples of apps and activities that use mobile devices to assess listening, speaking, reading, writing, vocabulary and grammar. These include using QR codes, Google Voice, websites and text messaging to provide interactive language learning opportunities on mobile devices.
Mobile Assisted Language Learning (MALL) uses mobile devices like phones, MP3 players, and tablets to enhance language learning. MALL allows students to access language materials and communicate with teachers and peers anywhere, anytime. Early MALL examples included using phones for language lessons or tutoring in the 1980s-2000s. Today, many universities and programs use a variety of mobile devices like iPods and smartphones for language learning through activities like recording assignments, downloading materials, and collaborating with others. MALL provides the benefit of ubiquitous access for on-the-go learning compared to traditional classrooms.
MOBILE ASSISTED LANGUAGE LEARNING FOR MALAYSIAN SCHOOLSNor Fadzleen
This document discusses mobile assisted language learning (MALL) using portable wireless devices like mobile phones and tablets. It provides examples of popular language learning apps and cites research showing that mobile web access will exceed desktop access by 2010-2015. The document also notes that language learning is well-suited to mobile devices as they allow learners to study at their own pace. A study in Malaysia found that most respondents use mobile devices for learning and that MALL could enhance language education in Malaysian schools.
A presentation on mobile assisted language learning presented at he 7th International Technology, Education and Development Conference
Valencia, Spain, 4th - 6th March, 2013
What to Consider for Effective Mobile-Assisted Language Learning: Design Impl...heyoungkim
The document discusses mobile-assisted language learning (MALL) and analyzes student usage of English learning apps. It finds that students preferred apps with: 1) Easy, short audio/video content for listening/reading rather than vocabulary/grammar. 2) Various topics, functions and units across news, podcasts and talks. 3) Features like customizable playback controls and note-taking. Students used apps mostly for individual input building and fluency rather than collaboration. Continued use depended on app language level matching students' abilities and providing timely, authentic content. The study implies apps should focus on "light" principles, gradual scaffolding, and individualized, field-dependent learning over form.
Digital technology for language teaching and learningcgoria
This document discusses the use of digital technology for language teaching and learning. It covers several topics:
- The main difficulties in language learning such as language interference and foreign language anxiety.
- The evolution of computer-assisted language learning (CALL) from drill-and-practice programs to multimedia and web-based resources.
- How web 2.0 technologies like blogs, wikis, and social networks can enhance language learning through communication, collaboration and authentic practice.
- Examples of pedagogy 2.0 applications including creating multimedia, using virtual worlds and games, and accessing open educational resources.
- Some limitations of online language learning related to technology skills, isolation, and lack of physical presence are
technology in language learning and teaching Prepared by AHMET YUSUFأحمد يوسف
This document discusses the use of technology in language learning. It begins with a brief history of technology from chalk/blackboards to today's internet access. Technology allows for individualized learning, social interaction, and reflection. It should be integrated into the curriculum. Principles include student autonomy, authentic language use, and peer learning. The teacher's role is to plan technological activities and guide students. Students are actively involved using language by connecting with others. Benefits include interactive lessons, organization, and preparing students for real world skills. CALL, MALL, distance education, electronic text corpora, Wikipedia, and wikis are discussed as techniques.
Information and communication technology (ICT) uses digital tools to enhance teaching and learning. It offers convenience through visualization and omnipresence. ICT tools include computer-assisted learning, computer-assisted language assessment, computer-assisted language learning, mobile-assisted language learning, and technology-enhanced language learning. Artificial intelligence can also improve education through grading, educational software, and smart classrooms. Literature and language are now learned through various sources including books, online resources, movies, songs, mobile apps, blogs, Twitter, and Google tools.
Kern's technology on language teaching and learningivan florez
This document summarizes perspectives on technology in language learning and teaching from various scholars. It discusses how computers have transitioned from an outside instrument to an integral part of language use. While integration of technology in education is incomplete, the goal is "normalization" of technology use. The effectiveness of computer-assisted language learning depends on how technology is used rather than the technology itself, and it is important to consider social, cognitive, cultural and educational implications.
Exploring the Effectiveness of Mobile Technology in Language Learning Environ...Sirui Wang
This document outlines a proposed study that aims to examine the effectiveness of mobile technologies in contextualizing language learning for adult learners. It discusses how mobile devices can support situated learning and how context is important for language acquisition. The study aims to provide insight into learners' and teachers' expectations of a well-situated mobile learning environment. It plans to use a between groups experimental design and two-way ANOVA to analyze differences in TOEFL scores between ESL/EFL students who do or do not use mobile devices, and whether the learning environment interacts with device use. The methodology discusses sampling, instruments, procedures and planned analyses. Limitations regarding sample size, appropriate devices, data collection length and test scores are also noted.
Technology plays an important role in education by promoting student learning and facilitating teachers' tasks. It serves different learning styles through varied media like video and pictures. Technology also allows students to learn more through online resources and exercise their curiosity. Additionally, it helps teachers display information to many students with different needs. Technology further promotes collaboration through communication between schools and supports self-directed, lifelong learning outside the classroom. Overall, integrating technology in teaching enhances learning, facilitates instruction, and promotes critical thinking and language skills.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
New Perspectives on CALL (Computer Assisted Language Learning) for Second Lan...Hertiki Marsaid
The focus of this paper is the implementation of Computer Assisted Language Learning (CALL) which has been defined as "the search for and study of applications on the computer in language teaching and learning" (Levy, 1997, p. 1) and is now used routinely in a variety of instructional situations. As a result, language teachers are increasingly required to possess CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory. Teachers may need to design, implement, and evaluate CALL activities in their classrooms; they may be put in charge of setting up and operating a multimedia language laboratory. Demonstrating CALL'S in promoting both fluency and accuracy in the target language as well as improving motivation and learner autonomy. By using CALL will give beneficial to the second language learner
Keywords: new perspectives, CALL, second language classrooms, language teaching
Exploring Smartphone Applications for Effective Mobile-Assisted Language Lear...heyoungkim
Kim, H.,& Kwon, Y. (2012, June). "Exploring Smartphone Applications for Effective Mobile-Assisted Language Learning"
Paper presented at CACLIO 2012, University of Notredame, Indiana.
Lets Bring Web 2 0 Technologies Into Language Classrooms An Interactive ProjectCem Balçıkanlı
This document discusses integrating technology into pre-service language teacher education programs. It notes that modern students are "digital natives" and teachers need to develop competencies to effectively integrate technologies like Web 2.0 tools into language teaching. The Gazi University teacher training program in Turkey incorporates activities using technologies to enhance learning, motivate students, and connect them with other language speakers. Student teachers reflected that technologies make teaching easier and more enjoyable, attracting students, but must be used appropriately to benefit learning.
This document discusses using polling and chat tools in the foreign language classroom to promote student participation. The author conducted a pedagogical experiment using Adobe Connect Pro in an advanced English grammar and translation course. Polling and chat allowed for widespread student involvement and feedback. Both students and teachers found the tools engaging and efficient. Challenges included blending oral and written communication, managing large chat texts, and limitations of computer labs for discussion. Overall, polling and chat can create an interactive learning environment that accommodates different styles while improving understanding between students and teachers.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. The review of literature examines previous studies that found technologies like multimedia, the internet, and chat tools can improve English skills. The study aims to identify the technologies used by English teachers in India and how they develop language skills. A survey found that most teachers use projectors, presentations, and word processing, primarily to develop listening, speaking and vocabulary. The conclusion states that while teachers are increasingly using technology, more can be done to help students learn English through blended and virtual learning approaches.
The utilization and integration of ict tools in a cuantitative researchKari España
This paper examines English teachers' use of information and communication technologies (ICT) tools to teach English in Malaysian schools. It surveys 30 English teachers through semi-structured interviews about their current ICT skills and infrastructure, obstacles to ICT integration, and whether ICT can enhance English language teaching and learning. The researchers found that while ICT shows potential, teachers face challenges in its use and require more training. They conclude that interactive lessons using ICT could help accelerate English language instruction.
This document summarizes key points from three articles about the use of technology in elementary classrooms. It finds that when students were provided computers on their desks, they were able to compose writing more easily by editing text. Students also learned to collaborate better by gathering research online and in libraries. One article discusses how technology helps teaching editing skills. It allows students to follow along as the teacher edits on a shared computer. Overall, the document finds that technology provides new educational opportunities that support different learning styles and access to advanced coursework.
Mobile learning to support teaching english as a second languageAlexander Decker
This document summarizes research on using mobile devices to support teaching English as a second language. It discusses how technologies like personal digital assistants (PDAs), iPods, podcasts, and cell phones can be used for language learning activities. The document reviews literature showing that these mobile devices allow learners to access language learning materials anywhere and anytime, and to complete listening, speaking, and writing exercises to improve their English skills. It also discusses some of the advantages and disadvantages of different mobile learning approaches that have been studied.
Mobile learning story board week 8 & 9Jan Cutforth
Mobile learning allows students to learn anywhere at any time through their smartphones. Research shows mobile learning has positive impacts on education by making it more personalized and technology-focused. As smartphones became more advanced after 2010, their use in education increased. For mobile learning to be widely adopted, it must be implemented gradually starting with innovators and early adopters before reaching critical mass. Change agents like teachers and administrators can encourage adoption by demonstrating mobile learning's benefits.
This document discusses computer-assisted language learning (CALL). It defines CAL as learning involving computer utilization, usually through interactive systems, while CALL refers to CAL implemented for language learning. The document outlines several advantages of CALL, including allowing flexible, independent student learning and providing more diverse, motivating materials than traditional methods. It also notes some disadvantages, such as lack of hands-on access to computers and slower reading on screens. Overall, the document promotes the use of CALL and web-based learning for language instruction.
The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.
The document analyzes technologies used on extreme learning websites. It identifies tools across five categories of extreme learning: language learning, outdoor/adventure learning, social change/global learning, virtual education, and other/miscellaneous. Across categories, websites utilized content delivery, interactive, and activity tools. Content was delivered through video, audio, texts and images while interactive tools included forums, chats, and social media. Activity tools enabled exercises, quizzes and progress tracking. The selection of technologies depended on the nature of education and intended purpose of each website.
Given the advanced technology available nowadays, teaching is no longer limited to the time spent in class. Well prepared teachers can empower their students with the means to utilize their gadgets to practice and reinforce the material learned in class. In this case, WhatsApp is the medium.
Word's Up with WhatsApp: Consciousness-Raising of Academic VocabularyKee-Man Chuah
Slides used during the paper presentation at 12th AsiaTEFL 2014 at Borneo Convention Centre, Kuching. It focuses on the use of WhatsApp in increasing students' exposure to the words. More details at www.chuahkeeman.com
What to Consider for Effective Mobile-Assisted Language Learning: Design Impl...heyoungkim
The document discusses mobile-assisted language learning (MALL) and analyzes student usage of English learning apps. It finds that students preferred apps with: 1) Easy, short audio/video content for listening/reading rather than vocabulary/grammar. 2) Various topics, functions and units across news, podcasts and talks. 3) Features like customizable playback controls and note-taking. Students used apps mostly for individual input building and fluency rather than collaboration. Continued use depended on app language level matching students' abilities and providing timely, authentic content. The study implies apps should focus on "light" principles, gradual scaffolding, and individualized, field-dependent learning over form.
Digital technology for language teaching and learningcgoria
This document discusses the use of digital technology for language teaching and learning. It covers several topics:
- The main difficulties in language learning such as language interference and foreign language anxiety.
- The evolution of computer-assisted language learning (CALL) from drill-and-practice programs to multimedia and web-based resources.
- How web 2.0 technologies like blogs, wikis, and social networks can enhance language learning through communication, collaboration and authentic practice.
- Examples of pedagogy 2.0 applications including creating multimedia, using virtual worlds and games, and accessing open educational resources.
- Some limitations of online language learning related to technology skills, isolation, and lack of physical presence are
technology in language learning and teaching Prepared by AHMET YUSUFأحمد يوسف
This document discusses the use of technology in language learning. It begins with a brief history of technology from chalk/blackboards to today's internet access. Technology allows for individualized learning, social interaction, and reflection. It should be integrated into the curriculum. Principles include student autonomy, authentic language use, and peer learning. The teacher's role is to plan technological activities and guide students. Students are actively involved using language by connecting with others. Benefits include interactive lessons, organization, and preparing students for real world skills. CALL, MALL, distance education, electronic text corpora, Wikipedia, and wikis are discussed as techniques.
Information and communication technology (ICT) uses digital tools to enhance teaching and learning. It offers convenience through visualization and omnipresence. ICT tools include computer-assisted learning, computer-assisted language assessment, computer-assisted language learning, mobile-assisted language learning, and technology-enhanced language learning. Artificial intelligence can also improve education through grading, educational software, and smart classrooms. Literature and language are now learned through various sources including books, online resources, movies, songs, mobile apps, blogs, Twitter, and Google tools.
Kern's technology on language teaching and learningivan florez
This document summarizes perspectives on technology in language learning and teaching from various scholars. It discusses how computers have transitioned from an outside instrument to an integral part of language use. While integration of technology in education is incomplete, the goal is "normalization" of technology use. The effectiveness of computer-assisted language learning depends on how technology is used rather than the technology itself, and it is important to consider social, cognitive, cultural and educational implications.
Exploring the Effectiveness of Mobile Technology in Language Learning Environ...Sirui Wang
This document outlines a proposed study that aims to examine the effectiveness of mobile technologies in contextualizing language learning for adult learners. It discusses how mobile devices can support situated learning and how context is important for language acquisition. The study aims to provide insight into learners' and teachers' expectations of a well-situated mobile learning environment. It plans to use a between groups experimental design and two-way ANOVA to analyze differences in TOEFL scores between ESL/EFL students who do or do not use mobile devices, and whether the learning environment interacts with device use. The methodology discusses sampling, instruments, procedures and planned analyses. Limitations regarding sample size, appropriate devices, data collection length and test scores are also noted.
Technology plays an important role in education by promoting student learning and facilitating teachers' tasks. It serves different learning styles through varied media like video and pictures. Technology also allows students to learn more through online resources and exercise their curiosity. Additionally, it helps teachers display information to many students with different needs. Technology further promotes collaboration through communication between schools and supports self-directed, lifelong learning outside the classroom. Overall, integrating technology in teaching enhances learning, facilitates instruction, and promotes critical thinking and language skills.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
New Perspectives on CALL (Computer Assisted Language Learning) for Second Lan...Hertiki Marsaid
The focus of this paper is the implementation of Computer Assisted Language Learning (CALL) which has been defined as "the search for and study of applications on the computer in language teaching and learning" (Levy, 1997, p. 1) and is now used routinely in a variety of instructional situations. As a result, language teachers are increasingly required to possess CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory. Teachers may need to design, implement, and evaluate CALL activities in their classrooms; they may be put in charge of setting up and operating a multimedia language laboratory. Demonstrating CALL'S in promoting both fluency and accuracy in the target language as well as improving motivation and learner autonomy. By using CALL will give beneficial to the second language learner
Keywords: new perspectives, CALL, second language classrooms, language teaching
Exploring Smartphone Applications for Effective Mobile-Assisted Language Lear...heyoungkim
Kim, H.,& Kwon, Y. (2012, June). "Exploring Smartphone Applications for Effective Mobile-Assisted Language Learning"
Paper presented at CACLIO 2012, University of Notredame, Indiana.
Lets Bring Web 2 0 Technologies Into Language Classrooms An Interactive ProjectCem Balçıkanlı
This document discusses integrating technology into pre-service language teacher education programs. It notes that modern students are "digital natives" and teachers need to develop competencies to effectively integrate technologies like Web 2.0 tools into language teaching. The Gazi University teacher training program in Turkey incorporates activities using technologies to enhance learning, motivate students, and connect them with other language speakers. Student teachers reflected that technologies make teaching easier and more enjoyable, attracting students, but must be used appropriately to benefit learning.
This document discusses using polling and chat tools in the foreign language classroom to promote student participation. The author conducted a pedagogical experiment using Adobe Connect Pro in an advanced English grammar and translation course. Polling and chat allowed for widespread student involvement and feedback. Both students and teachers found the tools engaging and efficient. Challenges included blending oral and written communication, managing large chat texts, and limitations of computer labs for discussion. Overall, polling and chat can create an interactive learning environment that accommodates different styles while improving understanding between students and teachers.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. The review of literature examines previous studies that found technologies like multimedia, the internet, and chat tools can improve English skills. The study aims to identify the technologies used by English teachers in India and how they develop language skills. A survey found that most teachers use projectors, presentations, and word processing, primarily to develop listening, speaking and vocabulary. The conclusion states that while teachers are increasingly using technology, more can be done to help students learn English through blended and virtual learning approaches.
The utilization and integration of ict tools in a cuantitative researchKari España
This paper examines English teachers' use of information and communication technologies (ICT) tools to teach English in Malaysian schools. It surveys 30 English teachers through semi-structured interviews about their current ICT skills and infrastructure, obstacles to ICT integration, and whether ICT can enhance English language teaching and learning. The researchers found that while ICT shows potential, teachers face challenges in its use and require more training. They conclude that interactive lessons using ICT could help accelerate English language instruction.
This document summarizes key points from three articles about the use of technology in elementary classrooms. It finds that when students were provided computers on their desks, they were able to compose writing more easily by editing text. Students also learned to collaborate better by gathering research online and in libraries. One article discusses how technology helps teaching editing skills. It allows students to follow along as the teacher edits on a shared computer. Overall, the document finds that technology provides new educational opportunities that support different learning styles and access to advanced coursework.
Mobile learning to support teaching english as a second languageAlexander Decker
This document summarizes research on using mobile devices to support teaching English as a second language. It discusses how technologies like personal digital assistants (PDAs), iPods, podcasts, and cell phones can be used for language learning activities. The document reviews literature showing that these mobile devices allow learners to access language learning materials anywhere and anytime, and to complete listening, speaking, and writing exercises to improve their English skills. It also discusses some of the advantages and disadvantages of different mobile learning approaches that have been studied.
Mobile learning story board week 8 & 9Jan Cutforth
Mobile learning allows students to learn anywhere at any time through their smartphones. Research shows mobile learning has positive impacts on education by making it more personalized and technology-focused. As smartphones became more advanced after 2010, their use in education increased. For mobile learning to be widely adopted, it must be implemented gradually starting with innovators and early adopters before reaching critical mass. Change agents like teachers and administrators can encourage adoption by demonstrating mobile learning's benefits.
This document discusses computer-assisted language learning (CALL). It defines CAL as learning involving computer utilization, usually through interactive systems, while CALL refers to CAL implemented for language learning. The document outlines several advantages of CALL, including allowing flexible, independent student learning and providing more diverse, motivating materials than traditional methods. It also notes some disadvantages, such as lack of hands-on access to computers and slower reading on screens. Overall, the document promotes the use of CALL and web-based learning for language instruction.
The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.
The document analyzes technologies used on extreme learning websites. It identifies tools across five categories of extreme learning: language learning, outdoor/adventure learning, social change/global learning, virtual education, and other/miscellaneous. Across categories, websites utilized content delivery, interactive, and activity tools. Content was delivered through video, audio, texts and images while interactive tools included forums, chats, and social media. Activity tools enabled exercises, quizzes and progress tracking. The selection of technologies depended on the nature of education and intended purpose of each website.
Given the advanced technology available nowadays, teaching is no longer limited to the time spent in class. Well prepared teachers can empower their students with the means to utilize their gadgets to practice and reinforce the material learned in class. In this case, WhatsApp is the medium.
Word's Up with WhatsApp: Consciousness-Raising of Academic VocabularyKee-Man Chuah
Slides used during the paper presentation at 12th AsiaTEFL 2014 at Borneo Convention Centre, Kuching. It focuses on the use of WhatsApp in increasing students' exposure to the words. More details at www.chuahkeeman.com
This document discusses reflective practice and learning. It provides information on keeping professional journals, utilizing elements of reflective journaling to develop skills, practicing critical reflection as learners and workers, and how reflection can help bridge theory and practice, deal with ambiguity and change, lead to critical awareness, and allow for analyzing why mistakes happen. Reflection is presented as an important part of learning that can empower individuals and illuminate their understanding.
This document discusses using WhatsApp to enhance teachers' pedagogical competencies through a lesson study model. It explains that CEMASTEA aims to build capacity in math and science education. Lesson study traditionally involves teachers working in teams to develop, teach, and improve lessons. This can now be done through m-learning using WhatsApp for instant communication anywhere. Teachers can form groups, identify problems, plan and comment on lessons, and provide feedback to develop skills aligned with Kenya's vision of digital literacy.
7 Steps to Create a Competency-Based Training Program | Webinar 02.10.16BizLibrary
In this webinar, you will learn a straightforward seven step process any organization can use to implement competency-based training starting today.
www.bizlibrary.com
Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include:
•research projects
•engineering design projects that are more than a synthesis of previously learned knowledge
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
This document outlines an example of a problem-based learning (PBL) presentation on the topic. It begins with an introduction to PBL, noting that it is inquiry-based and begins with an ill-structured problem. It then discusses the key components of a PBL unit, including the roles of the teacher and students and how it assesses learning. Finally, it provides a sample PBL unit based on the novel "Lord of the Flies", walking through understanding the problem, exploring curriculum to develop solutions, and resolving the problem. The presentation promotes PBL as a way to foster life-long learning and good citizenship.
Dominican English language teacher perceptions on factors influencing mobile ...Gisela Martiz-W.
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
WhatsApp an educational treasure hunt with mobile phones Billy Brick
This document summarizes a project using the WhatsApp mobile messaging app for an educational treasure hunt activity with students studying languages at Coventry University. It provides background on digital literacy and mobile language learning. It then describes conducting a pilot project with two groups of students, who used WhatsApp to participate in an Italian language scavenger hunt. Feedback was positive overall, citing benefits like practicing language skills in a real-life setting. Suggested improvements included incorporating audio recordings and student-created activities. Potential future directions discussed expanding its use for weekly language tasks and supporting students abroad.
The document discusses using ICTs like iPads, blogs, Skype, and interactive books in a rural classroom. It notes that students' literacy skills need improvement and they become off-task easily. ICTs allow for collaboration beyond the classroom and mitigate isolation. Videos show how recording reading helped students improve. Interactive books and ICTs were found to further literacy progression compared to traditional worksheets.
This document contains references to over 50 sources related to mobile learning and technology in education. The references are citations for academic papers, reports, books, and websites. Some of the key topics covered in the references include the use of mobile devices for language learning, appropriation of open source software, mobile learning platforms, and frameworks for mobile applications to enhance performance. The references also discuss constructs like activity theory, constructivism, and communities of practice in relation to technology-enhanced learning.
Using Gartner’s Hype Curve as a basis to analyze research on the educational ...Jari Laru
Laru & Järvelä (2013). Using Gartner's Hype Cycle as a Basis to Analyze Research on the Educational Use of Ubiquitous Computing. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia. International Society of the Learning Sciences.
This document discusses different learning spaces, including the classroom, spaces beyond the classroom like excursions, and electronic learning spaces. It notes that learning spaces are vital for education and must be altered to support students' learning. The classroom is discussed in depth, including factors like seating arrangements and lighting. Spaces beyond the classroom include excursions, homes, and communities of practice. The importance of electronic learning spaces is also covered as technology becomes more prevalent.
Newcastle Libraries have been piloting information literacy sessions for sixth form students using live mobile polling to engage students. Mobile polling allows students to anonymously share their opinions and knowledge using their mobile devices or online. This encourages participation, creativity, and provides instant feedback. The libraries adapted British Library resources and introduced Poll Everywhere, which displays responses in real-time as word clouds, charts or text for discussion. Mobile polling reduces embarrassment and includes students without the latest technology. It also effectively evaluates students' learning from the sessions.
Technology in the classroom: Mobile DevicesKaren Gailey
The document discusses the use of mobile devices in K-12 classrooms. It outlines the advantages such as just-in-time learning and improved student engagement. Research shows that cell phones may be better than laptops for increasing access and that mobile technology supports experiential learning. However, effective integration requires teacher training and consideration of issues like digital divides and classroom management.
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
This document summarizes research on mobile learning and educational apps. It finds that mobile learning increases student engagement, motivation, and performance in core subjects. Studies show mobile devices improve attendance, participation, and completion of school work when implemented properly. The document also describes several studies where schools provided students with iPods or iPod Touches to enhance learning across curriculums. It provides examples of educational apps that promote constructivist learning and track student progress online. Overall, the research indicates mobile learning supports greater interaction, creativity, and improved literacy and numeracy skills when used appropriately in schools.
Presentation Research and Web Tool to ShareJoan Wall
This document discusses using technology to create engaging learning experiences that meet diverse needs. It examines research on student and faculty access and use of mobile devices at Portage College in 2014. The research found high access to smartphones but also distraction as a drawback. It provides examples of apps that can be used for various purposes like notes, communication, and presentations. Specific recommendations include guiding effective mobile device use, having valid uses, and addressing access issues through professional development.
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Mobile learning involves using mobile technologies to enable learning anywhere and anytime. It provides students with multimedia-rich, bite-sized learning opportunities that are time and location independent. Mobile learning is adaptive, personalized, and context-aware. It supports authentic, collaborative, and inquiry-based learning. Mobile learning utilizes the affordances of mobile devices and wireless connectivity to enhance the learning experience for students.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology.
The document discusses a study that examined the effects of mobile-assisted vocabulary exercises on students' vocabulary acquisition. 80 students participated and were split into an experimental and control group. The experimental group completed vocabulary exercises via SMS on mobile phones, while the control group used paper-based exercises. Pre- and post-vocabulary tests found that the experimental group outperformed the control group, indicating mobile exercises helped improve vocabulary ability. A questionnaire also found students had positive attitudes toward mobile-assisted exercises overall. The results suggest using mobile phones as a learning tool can contribute to student success and increase motivation.
This document discusses the potential role of mobile devices in higher education. It outlines a presentation given by Dr. Gila Kurtz on this topic. The presentation introduces mobile learning and provides examples of how mobile technologies are being used in higher education courses. It then summarizes findings from studies on the impact of mobile device use during lectures and student perceptions. The presentation concludes by considering how instructors can engage students through mobile technologies to benefit learning while limiting distractions.
Similar to WhatsApp: Language Learning on-the-go (20)
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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1. WhatsApp: Language
Learning on-the-go
E- symposium 2014
23rd January, 2013 - 24th January, 2014
University of Southampton
Billy Brick and Tiziana Cervi-Wilson
lsx133@coventry.ac.uk and lsx091@coventry.ac.uk
Coventry University
6. What kind of activity is a task?
Willis and Willis (2007:12-14) offer the following
criteria in the form of questions.
‘The more confidently you can answer yes to each
of these questions, the more task-like the
activity.’
Will the activity engage learners' interest?
Is there a primary focus on meaning?
Is there a goal or an outcome?
Is success judged in terms of outcome?
Is completion a priority?
Does the activity relate to real world activities?'
6
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7. The Pilot Project (1)
Creating the activity (repurposing existing
activity)
Briefing with students (phones, ethics,
willingness, BYOD)
Setting up groups on Whatsapp
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8. The Pilot Project (2)
On the day (weather, graduation ceremony!)
Told students they could text us if they got
stuck
Feedback (Google maps) – Serendipitous!
Discussion about directions, clarifying
contentious issues
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10. Technical Issues
Anonymity of number – has to ask the Faculty
to get us a phone.
SD memory Card
Wireless Connection. Poor signal.
GPS and installation
Students did not need technology support
and didn’t mention data charges
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12. Future Directions
Designing Weekly tasks for IWLP students to
reinforce classroom learning.
Experiment with short student videos
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14/02/2014
13. References
Avatar Languages (2009) Augmented Reality Language Learning [online] available from
<http://www.slideshare.net/AvatarLanguages.com/augmented-reality-language-learning-virtual-worlds-meet-mlearning > [20th
Jan 2014]
Betham, H. and Sharpe , R. (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. London:
Routledge.
Bibby, S (2011) Do Students Wish to ‘Go Mobile’? An Investigation into Student Use of PCs and Cell Phones. International Journal of
Computer-Assisted Language Learning and Teaching, 1 (2), 43-54
Brown, E (2010) Introduction to location-based mobile learning. In: Brown, Elizabeth ed. Education in the wild: contextual and
location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. STELLAR Alpine
Rendez-Vous workshop. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham, pp. 7–9. [online]
available from <http://www.lsri.nottingham.ac.uk/ejb/preprints/ARV_Education_in_the_wild.pdf >[21st Jan 2014]
Bloom, B (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay
Godwin-Jones, R (2011) Emerging Technologies. Mobile Apps for Language Learning. Language Learning and Technology 15 (2) pp211. [online] available from <http://llt.msu.edu/issues/june2011/emerging.pdf> [10th Jan 2014]
Guardian (2013) Teenagers say goodbye to Facebook and hello to messenger apps. Available from
http://www.theguardian.com/technology/2013/nov/10/teenagers-messenger-apps-facebook-exodus
Conole, G and Alevizo, P (2010) A literature review of the use of Web 2.0 tools in Higher Education. HEA Academy.
[online] available from <http://www.heacademy. ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf> [20 January 2013]
Corrin, L. Lockyer, L. and Bennett, S (2010) Technological diversity: an investigation of students' technology use in everyday life and
academic study. Learning, Media and Technology, 35 (4) pp. 387-401
JISC (2011) Supporting Learners in a Digital Age, Briefing Paper.
Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL 21 (2) 157-165.
Kukulska-Hulme, A and Jones, C (2011) The next generation: design and the infrastructure for learning in a mobile and networked
world. In: Olofsson, A. D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced
Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI Global), pp. 57–78.
Reedy, K. and Goodfellow, R. (2012) Digital and information literacy framework. Open University.
Willis, D. and Willis, J. (2007) Doing task-based teaching. Oxford: OUP.
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Editor's Notes
We Chat – 200 million Chinese market http://www.theguardian.com/world/2012/dec/07/wechat-chinese-social-media-app