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An ecological, bottom-up approach to the implementation of technology in the English language classroom.

An ecological, bottom-up approach to the implementation of technology in the English language classroom. Thomas Ewens Glasgow 2012. Overview. introducing technology does not necessarily represent progress, but it does represent change, i.e. it changes the ecology of the classroom

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An ecological, bottom-up approach to the implementation of technology in the English language classroom.

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  1. An ecological, bottom-up approach to the implementation of technology in the English language classroom. Thomas Ewens Glasgow 2012 IATEFL 2012

  2. Overview • introducing technology does not necessarily represent progress, but it does represent change, i.e. it changes the ecology of the classroom • technology is best implemented from the bottom up rather than from the top down • practical applications, a different approach to training teachers in technology IATEFL 2012

  3. Critical vs Sceptical Critical – assessing the ways and extent to which technology can aid learning Sceptical – believe that technology can sometimes inhibit learning and teaching IATEFL 2012

  4. Postman Dudeney (2011) the fact that Postman was active before the explosion of Web 2.0 invalidates his ideas IATEFL 2012

  5. Postman • Postman- technology ‘giveth but also taketh away’ • The benefits of technology consistently emphasized by those who have a stake in it, now, as in Postman’s day • Postman emphasized the negative in order to present a counter-balance IATEFL 2012

  6. ‘Technopoly’ • Postman ‘technology should never supersede or replace human values in any field’ • Postman’s ‘technopoly’ is alive and well IATEFL 2012

  7. Postman • Postman – What is the problem which this technology solves? • much internet technology does not solve any particular problem but instead makes communication easier and cheaper IATEFL 2012

  8. An ecological view • sensitive to the delicate ‘ecology of the classroom’ • open to the benefits technology can bring • humble enough to learn • both critical and sceptical • instinct and intuition IATEFL 2012

  9. Top-down vs bottom-up • top-down implementation can be disempowering and expensive • learners themselves are in the best position to decide what they do and do not need IATEFL 2012

  10. Case study: IWBs • expensive • all teachers forced to use them, were not consulted • minimal training in how to use them • money would be better spent on teacher training, or on charging less for classes (the most expensive in Almaty) • echoes Postman’s criticism of the installation of computers in schools IATEFL 2012

  11. Case study: Egypt • Warschauer (2002) top-down approach to encouraging teachers to use technology • teachers and students had no input IATEFL 2012

  12. The implications for teaching and teacher training • Bottom-up approach probably not applicable in every context • Blogs and wikis, use of mobiles, video and audio, popular websites etc can all be negotiated with learners IATEFL 2012

  13. Pre and in-service training Technology courses in CELTA and DELTA are either non-existent or seem to be a ‘fashion parade of gadgets and special effects with no real discussion as to what principles might motivate their best use’ (Thornbury, 2011) IATEFL 2012

  14. A new approach to training • a need for short, focused training courses in the use of particular technologies • can be done online, a platform like Moodle • accessible to teachers as and when needed IATEFL 2012

  15. The benefits • motivating - the teacher has intrinsic motivation • convenient – can be taken at any time • cost-effective – no need to hire a teacher-trainer from outside • good for students – their needs can be met IATEFL 2012

  16. Bibliography • Buckland, S. Is Educational Technology Killing or Liberating Our Souls? Humanising Language Teaching Magazine. 11. (6). December 2009. • Dornyei, Z. (1994) Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal. (78) pp.273-284. • Dudeney, G. 2011 Wait a Minute Mr Postman (online) http://slife.dudeney.com/?p=727#comments [recovered on 28/7/11] • Postman, N. (1992) Technopoly: The Surrender of Culture to Technology. Vintage Books. New York. • Thornbury, S. (2011) E is for Education Technology (online) http://scottthornbury.wordpress.com/2011/05/01/t-is-for-technology/#comments [recovered on 28/7/11] • YouTube (2010) Technology and Society by Neil Postman 4/7 (online) http://www.youtube.com/watch?v=KRZUoILIgQo [recovered on 28/7/11] • Warschauer, M. (2000) On-line learning in the second language classroom: An ethnographic study. In; Warschauer and Kern (eds) Network-based language teaching: Concepts and Practices. CUP 2000. • Warschauer, M. (2002) A Develomental Perspective on Technology in Language Education. TESOL Quarterly 36 (3). pp. 453-475. IATEFL 2012

  17. Thank You Thank you for your kind attention. t.r.ewens@gmail.com t.ewens@kimep.kz IATEFL 2012

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