Bridging the Digital Divide: New Media training strategies for language tutors

1. Bridging the Digital Divide: New Media training strategies for language tutors Benoît Guilbaud

2. Information rich / poor Social cleavage Digital Divide

3. Social resources Education Digital Divide Content Language Literacy Community Warschauer, 2003

4. Learning Technologies modern new out-dated still in use Podcasting Floppy discs Screencasting Digital content Touch screen Cassettes Video production CDs Cloud computing

5. Learning Technologies modern new out-dated still in use Digital content Cassettes CDs Cloud computing

6. Why bother?

7. Why use learning technologies in teaching? • -To recognise the importance of multi-modality • -To teach students using media they know • -To deliver transferable, professional skills • -To prepare students to engage with a society of participatory culture and collective intelligence

8. “Digital media literacy continues its rise in importance as a key skill in every discipline and profession.” Horizon Report, New Media Consortium, 2010 “Computer literacy is the third life skill alongside numeracy and literacy.” DfES: 21st Century Skills, 2003

9. How to ensure efficient delivery of New Media Literacy?

10. “Literacy, like ICT access, involves a combination of devices, content, skills, understanding, and support in order to engage in meaningful […] practices.” Warschauer, 2003

11. devices content skills understanding support

13. New Media Training Strategies for Language Tutors • Apply the principle of learning by doing • Deliver inclusive initial training session • Provide individual, in-class follow-up by a more experienced peer • Showcase examples of good practice via drop-in sessions

14. New Media Training Strategies for Language Tutors • Adapt budget allocation • 1/3 of budget for hardware, 2/3 for software and support (Morino Institue, 2001) • Include peer support within staff workload • Ensure reliable and constant technical support and peer support to address the ‘affective barrier’ (Goshtasbpour, 2009)

15. New Media Training Strategies for Language Tutors • Address the motivational barrier • Do not rely solely on either extrinsic or instrinsic motivation • Provide common goals (e.g. on team-taught courses) to allow easy sharing of resources and peer support • Encourage self-regulated learning (SRL) processes

16. Any questions?

17. References Colvin Clark, R. & Mayer, R.E., 2008. E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. 2nd ed. San Francisco: Pfeiffer. Goshtasbpour, F., 2009. Barriers to EFL teachers’ uptake of instructional technology: a case study of an EFL section. M.A. Manchester: Manchester Metropolitan University. Jenkins, H., 2006. Convergence culture: where old and new media collide. New York; London: New York University Press. Levin, T. & Wadmany, R., 2008. Teachers’ view on factors affecting effective integration of information technology in the classroom: developmental scenery. Jl. of Technology and Teacher Education 16(2), pp.233-263. Morino Institute (The), 2001. From access to outcomes: raising the aspirations for technology initiatives in low-income communities. [Online] The Morino Institute. Available at: http://www.morino.org/divides/report.pdf [accessed 15 July 2010]. Reece, I. & Walker, S., 2006. Teaching, training & learning: a practical guide. 6th ed. Sunderland: Business Education. Servon, L.J., 2002. Bridging the digital divide: Technology, community and public policy. Malden, MA; Oxford, England: Blackwell Publishing. Warschauer, M., 2003. Technology and social inclusion: rethinking the digital divide. Cambridge, Mass.; London, England: MIT Press.