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NETWORKING ON THE NET

NETWORKING ON THE NET. Barbara Dieu BRAZ-TESOL 10th NATIONAL CONVENTION Teaching, Leading, Learning Brasília, July 9th 2006. WHO AM I?. I started at the Cultura Inglesa in 1973, where I worked for 18 years.

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NETWORKING ON THE NET

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  1. NETWORKING ON THE NET Barbara Dieu BRAZ-TESOL 10th NATIONAL CONVENTIONTeaching, Leading, Learning Brasília, July 9th 2006

  2. WHO AM I? • I started at the Cultura Inglesa in 1973, where I worked for 18 years. • Coordinator Foreign Languages Dept, member ICT committee at the Franco Brazilian school in Sao Paulo since 1983 • Online since 1997 • A Webhead in Action and co-run Dekita.org, a collaborative blogging project • Member of Tesol USA TAC (Technology Advisory Committee) • Braz-Tesol EduTech SIG Coordinator

  3. ROOM POLL • How many public school teachers are here today? • How many are private school teachers? • How many teach at language institutes? • How many here teach at university? • Any other groups represented?

  4. How many of you have already incorporated ICT in your daily practice?

  5. How did you learn to use these new technologies?

  6. AGENDA TODAY • societal/organizational/educational changes • continuing professional development (CPD) • communities of practice (CoPs) • tools and platforms for networking and collaboration online • interaction webheads/examples projects • EduTech SIG goals • invite you to sign in for the EduTech SIG

  7. CHANGE IN SOCIETY PARADIGM 1st Wave Agricultural (the village) 2nd WaveIndustrial (the factory) 3rd Wave Information (the computer) Decentralized Homogeneity Holistic Informal Autonomy Centralization Institutionalization Standardization Conformity Bureaucracy Hierarchy Mechanization Specialization Decentralization De-institutionalization Customization Pluralism Personalization Heterogeneity Networksand connections

  8. CHANGE IN ORGANIZATIONAL PARADIGM to network From pyramid Centralized, bureaucratic,risk averse, multi-leveled, limit access to data, inward focused culture Empowering, non bureaucratic, risk tolerant, fewer levels, distribute data widely, externally oriented.

  9. SCHOOLING = instruction Clockwork model The teacher knows it all. All students learn the same things in the same way from the same people at the same time in the same place LEARNING = knowledge Adaptive/flexible All persons are learners. Each learner learns different things in different ways from other learners at different times in different places CHANGE IN EDUCATIONAL PARADIGM

  10. USING ICTs IN CLASS provides realistic context for communication and interaction advances technological, visual and information literacy facilitates language practice, improves fluency stimulates creativity helps build up intercultural, interpersonal skills and promote personal, social, civic responsibility helps develop a sense of ownership, voice, self awareness

  11. Skills and Competencies • Use the technology • Understand the technology • Reflect upon technology

  12. CONTINUING PROFESSIONAL DEVELOPMENT Formal Informal In-service education Study groups Curriculum writing Continuing education Individual development Peer collaboration Peer coaching or mentoring

  13. FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time

  14. ONLINE DEVELOPMENT Cost and convenience Immediate application $ $ $

  15. ONLINE DEVELOPMENT Choice Multiple perspectives

  16. PERCEIVED NEEDS • the need for both technical and pedagogical training in CALL, ideally integrated with one another; • the recognition of the limits of formal teaching because the technology changes so rapidly; • the need to connect CALL education to authentic teaching settings, especially ones where software, hardware, and technical support differ from the ideal P. Hubbard and M. Levy Teacher Education in CALL (In preparation with John Benjamins Publishing)

  17. PERCEIVED NEEDS • the idea of using CALL to learn about CALL—experiencing educational applications of technology firsthand as a student to learn how to use technology as a teacher; • the value of having CALL permeate the language teacher education curriculum rather than appear solely in a standalone course.

  18. HOW TO ENGAGE IN CPD ONLINE? • individually (self-directed learning) • participate in short online courses • interact in CoPs with peers and tutors • enroll in longer more formal courses

  19. TOOLS FOR ONLINE COLLABORATION • ASYNCHRONOUS allow learners to check in and see what others have posted, and respond offline and at leisure • SYNCHRONOUS allow learners to see who's online and engage their peers and mentors in real-time

  20. MULTI-CHANNEL APPROACH webcam SYNCHRONOUS Community platforms VoIP Conference rooms Instant messenger Worldbridges PEER TO PEER WEBCAST folksonomies Mailing lists email PLE foaf forums vlogs CMS wikis photoblogs blogs podcasts ASYNCHRONOUS

  21. EVONLINE SESSIONS • held every year in January and February, just before the TESOL Annual Convention • last for six weeks • offer several seminars on relevant topics • sessions are free and open to all interested parties • both TESOL members and non-members can participate

  22. 2006 Evo Workshops • Becoming a Webhead • Collaborative Blogging in ESL/EFL • Creating WebQuests • Drama in Second Language Acquisition • Just in Time Teaching • Oral Skills and Technology • Podcasting for ELT • TESOL Mentoring • Tips and Tricks for the Successful Online Learning Environment • Video and Editing for ESOL • Web Presence, Pt. 2: Moodle

  23. COMMUNITY OF PRACTICE changing Activities at work engagement engagement Working, learning, other relationships individual others Identity at work recognition development becoming

  24. Who and where are you?

  25. Michael Coghlan Teresa d’Almeida Eça Dafne Gonzalez Graham Stanley Karen Garcia BJ AndyPincon Jeff Lebow VanceStevens AaronCampbell

  26. NETWORKING IN COMMUNITIES OF PRACTICE helps us reach for what we need, according to our contexts and knowledge levels. provides us with opportunities for experiential learning with different tools and platforms builds an online professional and social presence helps us gain confidence and practice and then apply experience to our teaching and learning.

  27. http://www.elearnspace.org/Articles/google_whitepaper.pdf

  28. EduTech SIG GOALS • raise awareness • expose to good practice and latest developments • facilitate communication and exchange • network, provide opportunities for CPD • support chapters and other SIGs

  29. REFERENCES • Brynjolfsson, Erik and Haim Mendelson. "Information Systems and the Organization of Modern Enterprise." Journal of Organizational Computing December, 1993 <http://ccs.mit.edu/papers/CCSWP200/> retrieved 22 June 2006 • Cross, Jay. "Informal Learning Research Findings." Internet Time Group LLT. Breeze Central , Berkeley, California. January 2006. <http://internettime.breezecentral.com/informl> retrieved 22 June 2006 • Finnis, John A. "Learning Technology: The Myths and Facts." International Journal of Learning Technology and Distance Learning Volume 1 number 5May 2004 --53-62. <http://www.itdl.org/Journal/May_04/May_04.pdf >retrieved 22 June 2006 • Grant, Cathy Miles. "Professional Development in a Technological Age: New Definitions, Old Challenges, New Resources." Technology Infusion and School Change 05/01/1996 --1-7. <http://hub.mspnet.org/index.cfm/9137/show/page-7 > retrieved 22 June 2006

  30. REFERENCES • Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association. Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=leu/ • Mejias, U. “ Teaching social software with social software”. Innovate 2 (5). <http://www.innovateonline.info/index.php?view=article&id=260> retrieved June 22, 2006. • Siemens, Georges. "Extending the classroom." Learning Ecology, Communities, and Networks 17 October 2003 <http://www.elearnspace.org/Articles/learning_communities.htm> retrieved 22 June 2006 • Siemens, Georges. "Learning in Synch with Life:New Models, New Processes." White Paper April 28 2006 <http://www.elearnspace.org/Articles/google_whitepaper.pdf>. Retrieved 26 June 2006

  31. ANY QUESTIONS? Thank you very much Barbara (Bee) Dieu beeonline@gmail.com http://groups.yahoo.com/group/edutechsig

  32. Instant messenger

  33. TAPPEDIN • An online workplace of an international community of education professionals, meant for learning, collaboration, sharing and mutual support • Free membership • Members get an email log of each session they participate • Special presentations are archived http://www.tappedin.sri.com/

  34. http://alado.net/webheads

  35. http://learningtimes.org

  36. http://learningtimes.org

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