Innovation in the English Classroom
Amalia Hafner
Created on August 24, 2023
Trabajo Final de Innovación Docente e Iniciación a la Investigación Educativa, especialidad Inglés, Máster del Profesorado, UNED, 2023
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Transcript
amalia hafner táboasahafner1@alumno.uned.es
in the english classroom
Innovation
5. current & future call research
4. approaches to computer-assisted language learning (call)
3. DIGITAL MATERIALS IN LANGUAGE TEACHING
2. technology IN LANGUAGE LEARNING
1. teaching & learning in the 21st century
contents
teaching & learning in the 21st century
Student
Teacher
Connectivism as the key learning theory
- Open Educational Resources (OER)
- Web content curators
- Personal Learning Environments (PLE)
- Massive Online Open Courses (MOOCs)
- Mobile-Assisted Learning
new tools
&
new roles
new ways
teaching & learning in the 21st century
- Lifelong learning
- Informal learning
- Learning-by-doing approach
- Use of ICT
- Information framed as network
- Interaction & collaboration
- Knowledge management
- Personalisation & diversity
- CONNECTIVISM
key trends
new ways of teaching & learning
Info
George Siemens
Our ability to learn what we need for tomorrow is more important than what we know today.
connectivism
vs
learner-centred approach
- Facilitator
- Consultant
- Guide of the learning process
traditional teaching
- Transferer of knowledge
- Authority
- Director of the learning process
the teacher's role
This approach calls for a SITUATED & AUTHENTIC learning that considers each student's LEARNING STYLE.
learner-centred approach
- Adaptability to a rapidly changing environment
- Ability to work in a team and collaborate with others
- Creative proposals for problem-solving & their evaluation
- Ability to learn, unlearn and relearn
- Decision-making & abstract thinking techniques
- Independence & autonomy
- DIGITAL CITIZENSHIP: Critical attitude towards information sources
the learner's role
TECHNOLOGY LANGUAGE LEARNING
- Synchronous or asynchronous
- Ubiquitous
- Open to the community
- Flexible
- Prone to adopting new methodologies
- Time limit
- Space-bound
- Closed group interaction
- Some organisational rigidity
- Leaning towards traditional metholodgies
online learning
face-to-face learning
vs
advantages of ict for language learning
Info
This is linked to the DIGITAL CITIZENSHIP concept.
enable more than mere repositories, encouraging higher-order thinking skills.
should not rely exclusively on technology as a neutral tool, but as a cultural object to be critically analysed and leveraged.
must be driven by PEDAGOGY, not technology.
technologies...
LEARNERS...
TEACHERS...
OVERCOMING challenges in the use of ict for language learning
DIGITAL MATERIALS IN LANGUAGE TEACHING
Info
Learning objectives address different thinking skills. Activities and materials should align with them.
Designing complex tasks (Task-Based Learning approach)
Creating our own resources
Selecting available resources from the internet
different options depending on the learning objectives
creating digital materials
Remembering
Creating
Evaluating
Analyising
Applying
Understanding
Tagging, taking notes
Bookmarking sites, conducting web searches
Can you explain .... in your own words?
What is..? Where is..?
Sharing, editing
Can you find examples of..?
Linking, building mind maps
bloom's taxonomy
revised by anderson & krathwohl (2001)
What conclusions can we draw from..?
Commenting, participating in a forum
What is your opinion about..?
Programming, publishing, participating in a wiki
How would you improve..?
approaches to computer-assisted language learning (call)
Info
integratedcall
open call
restricted call
outline of approaches, not historical phases
bax (2002)
approaches to call
& depending on...
pedagogy
educational technology should be considered...
"CALL will be normalised when computers are treated as always secondary to learning itself, when the needs of learners will be carefully analysed first of all, and then the computer used to serve those needs".Bax (2002)
"CALL will reach this [normalisation] state when computers (probably very different in shape and size from their current manifestations) are used every day by language students and teachers as an integral part of every lesson, like a pen or a book".
invisible
towards normalisation
- Meticulous etnographic research can contribute to identifying the factors that can facilitate or hinder technology integration in a given context.
- A reflexive and sistematic analysis of the teachers' own experience encourages innovation. From a participatory action research perspective, teachers can experiment with different methodologies, activities and tools while carefully observing and analysing the outcome. The resulting conclusions feed into an action plan to improve the experience in the future.
how do we move from the fear / awe stage and normalise educational technology?
current & future call research
most used methods are small-scale empirical studies, which imply difficulties for generalising conclusions
most addressed topics are: writing, cmc, vocabulary, speaking, corpora, nlp, design, teacher ed., listening, reading, web 2.0., grammar, feedback
most research is concentrated in seven countries (but expanding steadily)
Gillespie (2020)
current research on call
Addressing all aspects of language
Longitudinal studies
Historical & theoretical reflections
More meta-analyses
Gillespie, 2020
thinking strategically about future call research
ahafner1@alumno.uned.es
Thank you
The 5 Rights of OERs
- Retain: the right to make, own, and control copies of the content.
- Reuse: the right to use the content in a wide range of ways.
- Revise: the right to adapt, adjust, modify, or alter the content itself.
- Remix: the right to combine the original or revised content with other material to create something new.
- Redistribute: the right to share copies of the original content, your revisions, or your remixes with others.
There are many resources on the web that teachers can use in their language classes. Educators may select real news pieces and articles, podcasts and songs, conferences, talks and movies, originally in English and addressing any topic, and use them as teaching material in their classes. Additionally, teachers can leverage from specialised English-teaching websites, blogs and Open Educational Resources (OERs), such as: - The British Council- Oxford University Press- English Club- OER Commons
Web resources
- It's not possible to learn without others.
- To learn is to interpret and re-work what you've learned.
- Learning is consolidated when you communicate your ideas to others.
- The learning process improves when the channels you use are collaborative and encourage participation.
CONNECTIVISM
Defining features
Nowadays, we should also add emerging technologies to CALL research, such as AI-based learning models, chatbots, and image generation, among others.
Future topics for CALL research
Gillespie suggests broadening and deepening the research field by addressing:
- Specialist degrees
- Advanced language skills
- Language & culture
- Translation & interpretation
Language Massive Open Online Courses (LMOOCs) offer quality resources and materials for free, while also encouraging a learner-centred approach by design. However, learners might consider LMOOCs as less enjoyable and productive than face-to-face classes, because they don't easily incorporate oral interaction and practise.A small percentage of LMOOCs subscribers actually finalise the courses.
Strengths & challenges
Teachers can plan activities to guide students when looking for specific information on the web. Webquests, and in a simpler form, Web tasks and Treasure Hunts, are structured instructions for students to find information in pre-selected sources. This way, students acquire digital and informational competencies, while teachers work as facilitators, scaffolding the process.
Webquests
Teachers need to develop appropriate SKILLS to make an effective use of ICT for teaching in a learner-centred approach. SCAFFOLDING is key when designing and implementing ICT-supported materials in class.
Designing and using teacher blogs, student blogs, class blogs, and institutional blogs can become good opportunities to foster learners' communicative skills. They can also serve as an appropriate context to work collaboratively and foster author-reader interaction. When designing a blog, learners can use resources in different formats (text, audio, video) to transform information and build an original product. Blogs can be a great final product within a project-based learning approach.
Educational Blogs
Computer-assisted language learning (CALL) is an approach to teaching and learning foreign/second languages in which computers, computer-based resources and information technology are used to present, reinforce and assess the material to be learned.CALL embraces a wide range of tools and applications, and approaches to implementing them.