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The heat is still on

The heat is still on. Karen Haines May 07 Unitec. Image downloaded 18/04/07 from http://www.joe-ks.com/archives_nov2004/HotSeat.jpg. Functional roles. Practitioner. Developer. Researcher. Trainer. Preservice classroom teacher. In-service classroom teacher. . . Institutional roles.

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The heat is still on

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  1. The heat is still on Karen HainesMay 07Unitec Image downloaded 18/04/07 from http://www.joe-ks.com/archives_nov2004/HotSeat.jpg

  2. Functional roles Practitioner Developer Researcher Trainer Preservice classroom teacher In-service classroom teacher   Institutional roles CALL specialist (expert/adjunct)  CALL professional (expert/adjunct) Hubbard and Levy (2006) Teacher Education in CALL John Benjamins Publishing Co

  3. Questions to think about today • What do teachers need to know in order to integrate CALL into their classroom teaching? • How can we support them? • How can teacher education keep up with changes in technology? successfully

  4. Research • Wozney, Venkatesh & Abrami (2006) • Most important issues in terms of teacher motivation • expectancy of success • perceived value • Teacher motivation equation • (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = • Technology Use

  5. Research • Wozney, Venkatesh & Abrami (2006) • a) Teacher motivation equation • (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use • Predictors of teacher use of technology in the classroom • personal use of computers outside of teaching activities • technology training • student access to computer resources • teaching style (student-centred approach)

  6. Research • Wozney, Venkatesh & Abrami (2006) • a) (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use • Predictors of teacher use of technology in the classroom • personal use of computers outside of teaching activities • c) Purpose • instructional • communicative • organizational • analytical/programming • recreational • expansive • creative • expressive • evaluative • informative

  7. Research • Wozney, Venkatesh & Abrami (2006) • a) (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use • Predictors of teacher use of technology in the classroom • personal use of computers outside of teaching activities • c) Purpose • instructional • communicative • organizational • analytical/programming • recreational • expansive • creative • expressive • evaluative • informative

  8. Research • Wozney, Venkatesh & Abrami (2006) • a) (.39 x Expectancy) + (.15 x Value) – (.14 x Cost) = Technology Use • Predictors of teacher use of technology in the classroom • personal use of computers outside of teaching activities • c) Purpose • instructional • communicative • organizational • analytical/programming • recreational • expansive • creative • expressive • evaluative • informative

  9. Own style Creativity and choice Facilitating communicative competence Online socialization Dealing with constraints and possibilities of the medium Specific technical competence for the software Basic ICT competence Hampel & Stickler (2005) online language teaching

  10. Haines & Saavedra - blogs as output/interaction Own style Creativity and choice Facilitating communicative competence Online socialization Dealing with constraints and possibilities of the medium Specific technical competence for the software Basic ICT competence

  11. Hubbard and Levy (2006) Teacher Education in CALL John Benjamins Publishing Co

  12. Bloom’s taxonomy of cognitive skills Creating Evaluating Analyzing Applying Understanding Knowledge

  13. Understanding of networks Godwin-Jones (2002) Knowledge Software use Hardware basics Multimedia formats and players Use of digital media Presentation and authoring software Content management and course web sites

  14. Chapelle and Hegelheimer (2004) Knowledge Materials development, display and exchange Hardware and software acquisitions Personnel and staffing of a language lab Familiar with the internet and have a good understanding of communication tools Research and development possibilities

  15. holistic view expert user’s view Levy (1997) Understanding Knowledge Students graduating from Holistic courses in CALL will have a strong sense of how CALL has evolved and an understanding of the theories and perspectives that have contributed to its development…

  16. holistic view expert user’s view Levy (1997) Understanding Knowledge …Not only will students have a clear idea of current practice, but through an appreciation of underlying principles, they will be in a position to accommodate new developments as they occur in the future.

  17. holistic view expert user’s view Bancheri (2006) Understanding Knowledge a clear understanding of the way different technologies work so that they can give pedagogically sound input to the creators of the new courseware.

  18. Meskill, Mossop, DiAngelo and Pasquale (2002) novice Ts experienced Ts Applying Understanding Knowledge machine ……………………………………………… learners self ……………………………………………… student learning managing …………………………………………empowering product ……………………………………………… process

  19. Pennington (2004) Analyzing Applying Understanding Knowledge We need to be involved in deciding issues of ‘appropriate’ access for our students to electronic tools, including the Internet, and in developing criteria and standards for assessing new types of work produced in the context of IT •  trouble shooting • access • assessment

  20. Thomas et al (1998) Analyzing Applying Understanding Knowledge Effective integration of new technology requires an understanding of the whole education process and a critical examination of its functions. On one hand, the innovation must be integrated with existing practice. On the other, we must seek to improve practice rather than simply translate it… •  trouble shooting • access • assessment • innovation + existing practice

  21. Bancheri (2006) teacher training = a) evaluate b) use and create Evaluating Analyzing Applying Understanding Knowledge • Evaluate what? • Software • Courseware • Language websites

  22. Susser and Robb (2004) Evaluating Analyzing Applying Understanding Knowledge • Evaluation criteria • language acquisition • ESL materials design • learner profile and learning styles • courseware and multimedia instructional design • online courseware instructional design

  23. See potential Adapt Create from scratch • software • course • course content Dexter, Doering and Riedel (2006) Kazeroni (2006) Creating Evaluating Analyzing Applying Understanding Knowledge

  24. changes • Questions to think about today • What do teachers need to know in order to integrate CALL into their classroom teaching? • How can we support them? • How can teacher education keep up with changes in technology?

  25. Workplace practice • Knowledge • Choice • Reflection • Chylinski (2005) • Autonomous teachers • Knowledge • Choice • Reflection workshops classroom observations inductions team teaching one-to-one sessions

  26. Learning • Use technology to learn about technology • Focus on integration rather than use (Dexter et al, 2006) • Takes time http://www.asapm.org/newimages/meeting.jpg

  27. Support • Access • Raise expectancy and value levels • Cost • Flexible curriculum • Involve users in decision making (Levy and Stockwell, 2006)

  28. Community of Practice • Peers • Opportunity for reflection • Opportunity for research

  29. Questions to think about today • What do teachers need to know in order to integrate CALL into their classroom teaching? • How can we support them? 3. How can CALL teacher education keep up with changes?

  30. http://olliebray.typepad.com/olliebraycom/images/teacher_cartoon.gifhttp://olliebray.typepad.com/olliebraycom/images/teacher_cartoon.gif Creating Evaluating Analyzing Applying Understanding Knowledge Carrier 2007 ‘There is a danger that new commercially produced learning materials, based on these new technologies, will force teachers into planning their lessons around the technology, rather than vice versa. In other words, teachers need to embrace the technology to ensure that they design lessons that make the most of it, rather than be dominated by teaching materials that force them to use it.’ khaines@unitec.ac.nz

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