Transcript Chapter 9

Chapter 9
Integrating Technology in an
Interactive, Content-Based
Classroom
Marjorie Hall Haley, PhD - GMU
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Setting the Stage
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NCLB - $700 million to states and
schools through Enhancing Education
through Technology Program; $2.25
billion through E-rate initiative
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Improve academic achievement in K-12
Assist students to become technologically
literate by end of 8th grade
Ensure that teachers can integrate
technology into the curriculum
Marjorie Hall Haley, PhD - GMU
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Setting the Stage
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Dept. of Ed. Highlights of E-learning
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Tap vast reservoir of knowledge/expertise
Locational flexibility
Individualized learning
Empowerment of parents making choices
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Setting the stage
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Caveat:
Use of any technology in the classroom
must be integrated into the curriculum
as a tool to support and enhance the
learning experience rather than serve as
the driving curricular force.
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Pedagogical Implications for Using
Technology
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Computer technologies facilitate L2
learning by providing:
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Diverse structure-focused activities with
individualized evaluation and feedback
Complex multimedia input to the learner
A variety of forms of active, monitored
interaction with that input
Diverse environments for both dynamic and
delayed interpersonal communication
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Pedagogical Implications for Using
Technology
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IT applications used as part of a
project-based curriculum can:
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Make input comprehensible
Help develop critical literacy
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Pedagogical Implications for Using
Technology
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Digital Literacy – teachers should:
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Determine suitability of online material for
sequential reading
 Skimming/scanning can be difficult
Alter reading pedagogy
 Break text into manageable chunks
 Select reading based on interest level
and degree of proficiency
 Provide appropriate pre-and postreading strategies
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Technology in an Interactive
Classroom
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Interactive Learning/Technology/
Constructivism
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Constructivism emphasizes:
 Learning is an interactive process
 Learning takes place in social
contexts
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Technology in an Interactive
Classroom
Applications of Constructivism and Technology
Tasks requiring reading
of online resources
Students use vocab., themes,
topics
Research requiring
comparing/contrasting
Students analyze similarities/
differences between two
settings/people/objects/events
Collaborative group
research including data
collection, write-up and
presentation
Students view topic from
multiple perspectives; modify
Marjorie Hall views
Haley, PhDin
- GMU
response to feedback9
Technology in an Interactive
Classroom
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Traditional Technologies:
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Films, audio-and videocassettes,
language labs
Tool software (word processing, spreadsheets)
Newer Technologies:
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Telecommunication (WWW, distance learning)
Multimedia software (CD-ROMs, PowerPoint)
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Technology in an Interactive
Classroom
Tools for natural language processing: online
dictionaries, thesauri, machine translation
software
Tools for communication: e-mail, bulletin
boards, videoconferencing
Tools for gathering information: www browsing
tools
Tools for creativity: self publishing on www
Tools for collaboration: using www publishing
tools and Internet tools such as e-mail
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Technology and Second/Foreign
Language Literacy
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Selecting and Accessing Authentic Texts
 Topic should be accessible to the learner
 Length of text should not be intimidating to
beginning readers
 Linguistic level should be slightly above the
reader’s own level (i+1)
 Clues to meaning should be abundant –
contextual, verbal, pictorial, linguistic
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Computer Assisted Language
Learning (CALL)
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Computer-Assisted Language Learning
(CALL) explores the role of information
and communication technologies in
language learning and teaching.
Activities might include:
*collaborative projects *games
*simulations
*peer-editing compositions
*e-mail
*web page design
*computer adaptive testing
*reinforcement of classroom material
*speech processing software
*web-based language learning
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Computer Assisted Language
Learning (CALL)
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Why Use CALL?:
 Offers multi-modal practice with feedback
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Allows for ease of differentiation in a large
class
Useful for pair/small-group work on projects
Access to a limitless variety of resources
that are adaptable to all learning styles
Permits exploratory learning with large
amounts of language data
Builds real-life computer skills
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Games as Interactive Activities
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Strategy games:
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Require higher-order thinking
skills and problem-solving skills
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Logic games, role-playing games, board
games
Twitch games:
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Require quick reaction to stimuli
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Psychomotor games, arcade games, games
of chance
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Content-Based Language Teaching
Through Technology (CoBaLTT)
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In 1999, the Center for Advanced Research
on Language Acquisition (CARLA) introduced
CoBaLTT initiative, which offers a research
center and technology-based professional
development.
Lessons completed by the program
participants can be viewed on-line at
http://carla.acad.umn.edu/cobaltt
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World Wide Web Resources for
Language Teachers
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Agentive computer use
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closed-ended rote practice
added peripherally to support instruction
Instrumental computer use
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computers used for communication,
activity and creativity
students are engaged in their language
learning.
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Safeguards to Consider
While Using the Web
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Whacking or cache – site is copied,
downloaded and stored on local storage
Blocking Programs – block certain sites and
keep students within predesignated areas
Bookmarking – easy access to sites
Internet contracts – students sign
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Virtual Field Trips
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WWW offers hundreds of links for
museums/zoos/etc.
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Guided tours
Scavenger hunts
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E-mail
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Ways to Implement E-mail in the
ESL/FL Classroom
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Group E-mail Exchanges
One-on One E-mail Interaction
Listservs
Chatrooms
Newsgroups
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Videoconferencing/Distance
Education
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Classroom models
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One-way video/Two-way audio
Two-way video/Two-way audio
Delivery Systems
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Instructional Television Fixed Service
Digital Satellite System
Asynchronous Transfer Mode
TI – compressed video using existing phone lines
ISDN – newly installed phone lines
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Multimedia Technology
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Computer-Mediated Communication
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Asynchronous (e-mail)
Synchronous
 MOO - a virtual environment where
users represent their speech,
emotions, actions and reactions by
typing text into a window after a
prescribed command
 NetPhone, CU-SeeME
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Multimedia Technology
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Why use video in an ESL/FL classroom?
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Provides visual stimuli which can generate
prediction, speculation, activation of
background schemata
Exposes students to body rhythm and
speech rhythm of target language
Offers contextual clues for increased
comprehension
Offers teachers a teaching opportunity to
ask display/referential questions
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Multimedia Technology
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Electronic Texts
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Useful in conjunction with national
standards, goals and effective planning.
Advantages:
 Autonomous learning
 Increased motivation
 Efficiency in productivity and recordkeeping
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Technology and Assessment
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Other Interactive Technology-Based
Tools
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TOEFL – paper or computer-based test
COPI/SOPI
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Technology and Standards
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Meeting the ESL and ACTFL standards
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Discovery learning through interaction with
materials on the web leads to retention
Real world language use with e-mail, etc.
Technology and Diverse Learners
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Allows you to reach more students whose
learning styles and MI are at various levels
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Technology and Teaching Culture
Most software based on
“heroes and holidays” approach
to culture
 Video best for presenting
cultural content
 Language use reflects culture
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students gain sociocultural competence by
recognizing and decoding signs in the target
culture contexts
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Working in Differently Equipped
Technology Facilities
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The Multicomputer Classroom
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Learner-centered or teacher-centered
Work at varying proficiency levels,
preferred learning styles, MI
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Working in Differently Equipped
Technology Facilities
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The Computerless Classroom
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Overhead projector
Cassette recorder
TV monitor
VCR
Slide projector
Shortwave/multiband radio
Telephones
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Working in Differently Equipped
Technology Facilities
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The One Computer Classroom
 Portable scan converter –convert VGA signals
for TV monitors, LCD projectors, and VCR
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Learning stations
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reading, listening, speaking, writing, games,
culture, technology
number them and provide written
directions, rubrics for self/peer assessment
create and maintain “master” notebook
explain rules/procedures before beginning
create method for creating/mixing groups
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Developments and Trends in
Technology
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Voice recognition
Devices for Internet access
Wireless Internet and Web – field trips and
scavenger hunts
Handheld digital devices – skits/projects
E-books
Scanners
Education Web portals
Machine translation
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