Transcript NETWORKING 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.
 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
ROOM POLL
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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?
How many of you have
already incorporated ICT
in your daily practice?
How did you learn to use
these new technologies?
AGENDA TODAY
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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
CHANGE IN SOCIETY PARADIGM
1st Wave
Agricultural
(the village)
Decentralized
Homogeneity
Holistic
Informal
Autonomy
2nd Wave
Industrial
(the factory)
Centralization
Institutionalization
Standardization
Conformity
Bureaucracy
Hierarchy
Mechanization
Specialization
3rd Wave
Information
(the computer)
Decentralization
De-institutionalization
Customization
Pluralism
Personalization
Heterogeneity
Networks
and connections
CHANGE IN
ORGANIZATIONAL PARADIGM
From pyramid
Centralized, bureaucratic,risk
averse, multi-leveled, limit
access to data,
inward focused culture
to network
Empowering, non bureaucratic,
risk tolerant, fewer levels,
distribute data widely,
externally oriented.
CHANGE IN
EDUCATIONAL PARADIGM
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
USING ICTs IN CLASS
advances
technological,
visual and
information
literacy
provides realistic
context for communication
and interaction
helps build up
intercultural,
interpersonal skills and
promote personal, social,
civic responsibility
facilitates
language
practice,
improves
fluency
stimulates
creativity
helps develop a sense of
ownership, voice,
self awareness
Skills and Competencies
 Use the technology
 Understand the technology
 Reflect upon technology
CONTINUING PROFESSIONAL
DEVELOPMENT
Formal
In-service education
Study groups
Curriculum writing
Continuing education
Informal
Individual development
Peer collaboration
Peer coaching or
mentoring
FORMAL
You go where the bus goes
INFORMAL
You go where you choose
Jay Cross – Internet Time
ONLINE DEVELOPMENT
Cost and convenience
$ $ $
Immediate application
ONLINE DEVELOPMENT
Choice
Multiple perspectives
PERCEIVED NEEDS
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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)
PERCEIVED NEEDS
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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.
HOW TO ENGAGE IN CPD
ONLINE?
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individually (self-directed learning)
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participate in short online courses
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interact in CoPs with peers and
tutors
enroll in longer more formal courses
TOOLS FOR ONLINE
COLLABORATION
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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
MULTI-CHANNEL APPROACH
webcam
SYNCHRONOUS
Community platforms
VoIP
Conference rooms
Instant messenger
Worldbridges
PEER TO PEER
WEBCAST
folksonomies
Mailing lists
PLE
vlogs
foaf
CMS
forums
photoblogs
blogs
email
podcasts
ASYNCHRONOUS
wikis
EVONLINE SESSIONS
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held every year in January and February,
just before the TESOL Annual Convention
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last for six weeks
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offer several seminars on relevant topics
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sessions are free and open to all
interested parties
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both TESOL members and non-members
can participate
2006 Evo Workshops
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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
COMMUNITY OF PRACTICE
changing
engagement
individual
development
Activities at work
Working, learning,
other relationships
Identity at work
becoming
engagement
others
recognition
Who and where are you?
Michael
Coghlan
Teresa
d’Almeida
Eça
Dafne
Gonzalez
Graham
Stanley
BJ
Karen
Garcia
Andy
Pincon
Jeff Lebow
Vance
Stevens
Aaron
Campbell
NETWORKING IN
COMMUNITIES OF PRACTICE
helps us reach for
what we need,
according to our
contexts and
knowledge levels.
builds an online
professional and
social presence
provides us with
opportunities for
experiential
learning with
different tools
and platforms
helps us gain confidence and practice
and then apply experience
to our teaching and learning.
http://www.elearnspace.org/Articles/google_whitepaper.pdf
EduTech SIG GOALS
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raise awareness
expose to good practice and latest
developments
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facilitate communication and exchange
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network, provide opportunities for CPD
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support chapters and other SIGs
REFERENCES
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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
REFERENCES
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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
ANY QUESTIONS?
Thank you very much
Barbara (Bee) Dieu
[email protected]
http://groups.yahoo.com/group/edutechsig
Instant messenger
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