Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

TESOL Arabia - Nicholas Yates

1,696 views

Published on

Innovate using Educational Technology and Your Beliefs

Published in: Education
  • Be the first to comment

  • Be the first to like this

TESOL Arabia - Nicholas Yates

  1. 1. INNOVATE USING EDUCATIONAL TECHNOLOGY AND YOUR BELIEFS Nicholas Yates [email_address]
  2. 2. Opening Quote <ul><li>“ In a landscape without bearings, teachers create and internalize their own maps” (Kagan, 1992) </li></ul>
  3. 3. Rethink :: Evolve :: Innovate
  4. 4. Mentally note your answer… <ul><li>Who uses educational technology often in their class? </li></ul><ul><li>Who doesn’t use educational technology often (or never) in their class? </li></ul>I never use… As often as I can!
  5. 5. Rethink :: Innovate :: Evolve
  6. 6. <ul><li>(Ertmer, 2005 p.31) </li></ul>
  7. 7. <ul><li>(Kagan, 1992, p. 85) </li></ul>
  8. 8. Addition is the best form of multiplication <ul><li>Patrick (interview) </li></ul>
  9. 9. A tool in a toolbox <ul><li>Espen (interview) </li></ul>
  10. 10. Outline <ul><li>Def’n of educational technology </li></ul><ul><li>Reflection </li></ul><ul><li>Teacher Beliefs </li></ul><ul><li>Thesis </li></ul><ul><li>Study </li></ul><ul><li>Reflection </li></ul><ul><li>Results </li></ul><ul><li>Audience discussion </li></ul><ul><li>Q + As </li></ul>
  11. 11. Educational Technology <ul><li>What’s involved in this broad concept? </li></ul>
  12. 12. Reflection #1 <ul><li>How do you believe educational technology should be used in the classroom? </li></ul>
  13. 13. What are “teacher beliefs”?
  14. 14. What are “teacher beliefs”? <ul><li>Beliefs are influential; guide classroom interaction; personal, distinct theories (Burns, 1996, p. 175). </li></ul><ul><li>Evaluative, cognitive guide (Kennedy & Kennedy, 1996, p. 355) </li></ul><ul><li>Functional and useful conceptual systems (Nespor, 1987, p. 326) </li></ul>
  15. 15. What are “teacher beliefs”? <ul><li>A synthesized definition </li></ul><ul><li>Teacher beliefs are the cornerstone of what a teacher does, says, and thinks. They provide a personal systematic justification process with which to plan, assess, judge, decide, accept, deny, or act; basically covering all aspects of teaching. </li></ul>
  16. 16. The aspects of teacher beliefs <ul><li>Plan and decide on their teaching (Woods, 1996) </li></ul><ul><li>Dictate the approach, and sometimes the success or failure, of what is taught or learnt in the classroom (Kennedy & Kennedy, 1996) </li></ul><ul><li>Justify and guide teaching (Breen et al., 2001) </li></ul><ul><li>Influence attitudes (Nespor, 1987) </li></ul><ul><li>Direct a teacher towards acceptance of an innovation (Fullan & Hargreaves, 1992) </li></ul>
  17. 17. Beliefs of Language Teachers Use of Educational Technology <ul><li>Beliefs influence technology integration (Ertmer, 2005; Lawrence, 2000; Lam, 2000) </li></ul><ul><li>Novice vs. Expert teachers conceptions re: Educational Technology (Meskill et al., 2000) </li></ul><ul><ul><li>Classroom management / empowerment </li></ul></ul><ul><ul><li>Locus of Learning </li></ul></ul><ul><ul><li>Self / Student learning </li></ul></ul><ul><ul><li>Product / Process </li></ul></ul>
  18. 18. Origins of teacher beliefs <ul><li>Apprenticeship of observation (Lortie, 1975) </li></ul><ul><li>Past experiences (Goodman, 1988; Calderhead & Robson, 1991) </li></ul><ul><li>Teaching classroom practice: Self or colleagues (Kagan, 1992) </li></ul>
  19. 19. Just give it to me straight…
  20. 20. Thesis <ul><li>Investigate the inter-relationships </li></ul><ul><li>How the beliefs originated </li></ul>
  21. 21. The study <ul><li>Interviews </li></ul><ul><li>Showcases </li></ul><ul><li>Comparative analysis </li></ul><ul><li>University </li></ul><ul><li>EAP – Content based learning </li></ul><ul><li>Participants </li></ul>
  22. 22. Reflection #1 (revisited) <ul><li>How do you believe educational technology should be used in the classroom? </li></ul>
  23. 23. Results <ul><li>Motivation </li></ul><ul><li>Personalisation </li></ul><ul><li>Access </li></ul><ul><li>Culture </li></ul>
  24. 24. Motivation
  25. 25. Intrinsic Motivation <ul><li>Target our students’ interests </li></ul><ul><li>“ Winning a battle” (Espen) </li></ul><ul><li>Blogs </li></ul><ul><li>Mini-presentations </li></ul><ul><li>Football highlights </li></ul>
  26. 26. Extrinsic Motivation <ul><li>Rewards </li></ul><ul><li>“ Horse and a carrot” (Ingrid) </li></ul><ul><li>SMARTboard </li></ul><ul><li>Films </li></ul>
  27. 27. Motivation and Culture <ul><li>Links between motivation, culture and our students </li></ul><ul><li>Unmotivated when not using it </li></ul><ul><li>“ Reluctant to extend their learning” (Ingrid) </li></ul><ul><li>“ Sesame street attention span” (Howard) </li></ul><ul><li>MSN Chat </li></ul><ul><li>Hot Potatoes Vocabulary Quizzes </li></ul>
  28. 28. Motivation and Web 2.0 <ul><li>Audience </li></ul><ul><li>Authenticity </li></ul><ul><li>Discrete Practice vs. Language Production </li></ul><ul><li>Panaramio </li></ul><ul><li>Voice Discussions </li></ul>
  29. 29. Personaliztion
  30. 30. Personalization - Interests <ul><li>Target students’ interests </li></ul><ul><li>“ they’re reacting to natural English language as opposed to a lot of the language which is necessarily contrived” (Jordan) </li></ul><ul><li>Blogs </li></ul><ul><li>Online auto classifieds </li></ul>
  31. 31. Personalization - Feedback <ul><li>Feedback for each student </li></ul><ul><li>Student errors </li></ul><ul><li>Writing Error Game </li></ul><ul><li>Grammar games from own errors </li></ul>
  32. 32. Personalization – Tailoring <ul><li>Tailor each lesson </li></ul><ul><li>Suit each student’s needs </li></ul><ul><li>Cater towards different learning styles </li></ul><ul><li>SMARTboard </li></ul><ul><li>PhotoStory </li></ul>
  33. 33. Access
  34. 34. Access <ul><li>24/7 </li></ul><ul><li>Web 2.0 </li></ul><ul><li>Out-of-reach = IN-reach! </li></ul><ul><li>MSN Messenger </li></ul><ul><li>Images online </li></ul>
  35. 35. Culture
  36. 36. Culture <ul><li>Computer @ home = www.boy’s domain.com </li></ul><ul><li>Quality of work </li></ul><ul><li>“ Sesame Street Attention Span” </li></ul><ul><li>“ Picking up a book is foreign to them” - Sarah </li></ul>
  37. 37. Shared Beliefs
  38. 38. Origins
  39. 39. Origins <ul><li>Learning from colleagues </li></ul><ul><ul><li>Tech Team </li></ul></ul><ul><li>Learning from own life experiences </li></ul><ul><ul><li>Themselves as learners </li></ul></ul><ul><ul><li>Practical real life uses of technology in the classroom </li></ul></ul>
  40. 40. Opening Quote Re-visited <ul><li>“ In a landscape without bearings, teachers create and internalize their own maps” (Kagan, 1992) </li></ul>
  41. 41. Use your beliefs! <ul><li>(Koehler and Mishra, 2007, p. 7) </li></ul>
  42. 42. Know your beliefs Believe in your knowledge.
  43. 44. Contact Information <ul><li>Nicholas Yates </li></ul><ul><li>[email_address] </li></ul><ul><li>For a copy of the slides, please email. </li></ul><ul><li>For a hand out (includes full reference list), please email. </li></ul>

×