Transcript Diapositiva 1

Learning Technologies: Bridging the Gap between
Technology and Pedagogy
Online communities
for language teachers
Britsh Council, Milan, November 26 - 28, 2007
Maria Teresa Ciaffaroni
[email protected]
Digital natives
or digital immigrants?
Definition
A digital native is a person who has grown up
with digital technology such as computers, the
Internet, mobile phones and MP3. A digital
immigrant is an individual who grew up without
digital technology and adopted it later. A digital
native might refer to their new "camera"; a
digital immigrant might refer to their new "digital
camera".
Wikipedia (M Prensky 2001)
Are you native or immigrant?
del.icio.us
Natives at home….
……..at school
Preferences
Digital Native Learners Prefer
To receive information quickly from multiple multimedia source
Parallel processing and multitasking
To process pictures, sounds and video before text
Random access to hyperlinked multimedia information
To interact/network simultaneously with many others
To learn “just-in-time.”
Instant gratification and instant rewards
Learning that is relevant, instantly useful and fun
Preferences
Digital Immigrant Teachers Prefer
Slow and controlled release of information from limited sources
Singular processing and single or limited tasking
To provide text before pictures, sounds and video
To provide information linearly, logically and sequentially
Students to work independently rather than network and interact
To teach “just-in-case” (it’s on the exam)
Deferred gratification and deferred rewards
To teach to the curriculum guide and standardized
tests
Immigrants teaching natives…
How to cope?
Learning the new “language”, that is, trying to
 experiment with technology
 try Web 2 “tools” first hand
 work co-operatively
 interact
 network
 multitask
 share (ideas, experiences, materials, expertise….)
How can you do that?
Joining Becoming a Webhead or another online
Community at Evonline, a Professional
Development Project sponsored by TESOL
International
 collaborative, online discussion sessions or hands-on
virtual workshops
 held every year in January and February
 last for six weeks
 offer seminars on ESOL relevant topics
 sessions are free and open to TESOL members and nonmembers
What for?
To become a well integrated digital immigrant
if not a digital native … that is to
 deal with Web-based communication tools (web 2
tools)
 be introduced to CMC for EFL/ESL
 learn how to blend ICT and CMC in one’s daily
practice
 Learn how to use technologies in one’s teaching
practices
Why?
“In a community of practice members actually
work and learn cooperatively and in a
multitasking manner. It seems that teachers
nurtured in such constructivist environments
become capable of extrapolating the
techniques used in their own scaffolding to the
benefit of their student learners”
V. Stevens 2005
The Webhead experience
 Virtual Groups
 Text and voice synchronous communication tools
 Blogs, Wikis, Web pages
 Podcasting
 Virtual classrooms
 Online class materials
 Blended learning
Spin offs
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Blogs for students
Blogs with students
Blogs for and with colleagues
Web pages
Lesson plans
Teaching materials
Conclusions
“Joining a community such as Becoming a Webhead is
a significant advantage and enrichment at the
professional and personal levels. It is a pleasant and
useful way to learn about and start using different Webbased communication tools, gradually introduce them in
your teaching-learning process and, last but not least,
meet colleagues from all over the world and thus
enhance your professional horizons in unprecedented
ways.”
D. Gonzales
T. Almeida d'Eça
References
 Gonzalez, D,.Almeida d'Eça, T. (2005) Becoming a Webhead: First
Steps in Blended and Online Efl/esl Teaching, in IATEFL Poland
Computer SIG, http://www.iatefl.org.pl/call/j_review22.htm
 Prensky. M (2001) Digital Natives, Digital Immigrants
http://www.marcprensky.com/writing/
 Prensky. M (2006) Listen to the Natives, Stevens, V. (2005). "The
future is now: How CMC tools for professional development
enhance learning environments for students." 2005 TESOL CALL
Interest Session Academic Session: Future Visions of CALL.
http://www.homestead.com/prositesvstevens/files/efi/papers/tesol/2005/gvs_pres.htm
 Stevens, V. (2005). "The future is now: How CMC tools for
professional development enhance learning environments for
students." 2005 TESOL CALL Interest Session Academic Session:
Future Visions of CALL. http://www.homestead.com/prositesvstevens/files/efi/papers/tesol/2005/gvs_pres.htm