Learning, communication and teachers

using technologyLa Salle University

Yamith José FandiñoBogotá, Colombia

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1. LEARNING

• Computer as tutor, tutee, tool.

• Computer assisted language learning (CALL).

• From CALL to TELL

• Communicative and digital competence.

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1.1. Computer as tutor, tutee, tool.

TUTOR TUTEE TOOL (Mediation)The computer teaches the learner; typical examples are drill-and-practice applications.

Knowledge resides in the machine, from where it is delivered to the learner in small chunks.

The learner teaches the computer so that it enables create activities and individualized learning pathways (presentations, animations, slideshows, etc.).

The principle is that the learner constructs knowledge, often through trial and error.

The learner appropriates technology to carry out tasks or projects (word-processing programs to write texts or editing-software to create videos)

Knowledge is mediated by communication and interaction between people.

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1.2. Computer assisted language learning (CALL)

• Three phases of CALL by Warschauer and Kern (2000).

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STRUCTURAL CALL(70´s – 80´s)

COMMUNICATIVE CALL(80’s – 90’s)

INTEGRATIVE CALL(2000)

Language as a formal structural system that is learned.

Computer as a tutor.

Drill and practice exercises to achieve accuracy.

Language as a mental construction acquired through interaction.

Computer as a tool.

Contextualized and personalized exercises to achieve fluency.

Language as social interaction acquired through discourse communities.

Computer as communication.

Interactive tasks and projects to achieve agency.

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1.2. Computer assisted language learning (CALL)• Three approaches to CALL by Bax (2003).

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RESTRICTED CALL OPEN CALL INTEGRADED CALLSoftware, teachers’ role and feedback offer limited, controlled and prepackaged alternatives to students.

Mostly closed drills and quizzes for teachers to monitor as correct or incorrect.

Software, teachers’ role and feedback offer free, flexible and unlimited interactions with computers and occasionally with other users.

Simulations, games, and Asynchronous computer-mediated communication (CMC) for teachers to facilitate.

Computers, digital devices and web-based resources offer normalized and everyday communicative practices and processes.

Emails, asynchronous and synchronous CMC, learning management systems (LMS), computer adaptive testing (CAT) for communities of practice to manage.

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1.3. From CALL to TELL

• Technology enhanced language learning (TELL).

Technology does not assist language learning, but is part of the environment in which language exists and is used.

It provides new communicative contexts as well as new tools for communication.

It includes a wider rage of devices apart from computers: mobile devices, game consoles, tablets, websites, platforms, cameras, video cameras, etc.

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1.4. Communicative and digital competence (CDC)• CDC : Language learners need to be able to use language appropriately, but also

to manage the technology because communication and interaction now occur within digital environments.

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• Ability to manipulate hardware and applications.

Procedural knowledge

• Ability to understand what technology is appropriate in different social contexts and knowledge domains.

Socio-digital competence • Ability to manage

extended tasks, possibly using several applications and/or types of equipment.

Digital discourse

competence

• Ability to repair problems and work around the gaps in technological knowledge and drills.

Strategic competence

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2. Communication2.1. Communication and new contexts.

2.2. Digital contexts and communication.

2.3. Language choice and language change in digital communication.

2.4. Digital natives and digital immigrants.

2.5. The role of hardware.

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2.1. Communication and new contextsWhile it is true that technology enables to communicate with traditional genres (reading newspapers online or talking to family members via Skype), it is also certain that technology has created new types of communication such as tweeting and microblogging.

- New communication is available to everyone: anyone can produce a blog, or even publish an e-book.

- Non-verbal communication, social relations, and new contexts are important when thinking about the impact of digital technologies on language.

- In new communication, physical settings and participants are unknown. Then, we need to be careful with choices of language: lexis, structural complexity, formality, speed of delivery, etc.

- In new communication, we need to talk about semiotic social spaces, places (real or virtual) where people interact (social) and to which people create meaning (semiotic). For example, social networks such as Facebook or virtual learning environments such as Moodle.

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2.2. Digital contexts and communicationNew digital contexts create: (a) new environments in which language use occurs, (b) new types of interlocutors who might not have other opportunities to interact, and (c) new communicative purposes.

Strong weak ties: Relationships in which people engage frequently with each other online and may feel that they “know” each other well over a short space of time.

Flame wars: Situations in which participants become angry and hurl insults at each other easily as a result of reduced social clues and volatile emotional aspects related to intimacy and personal space.

From the voice of authority in Web 1.0 (a person or entity who created and controlled content and communication) to multiple voices in Web 2.0 (communication and interactions depend on user contributions).

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2.3. Language choice and langue change in digital communication The first important language issue is the extent to which the mastery of English is they key to access information and interaction in digital contexts.

The second important language issue is the extent to which the use of digital technologies is changing language. - Technolect: Language used in online social networking is so distinct and

particular that it appears to be a language that learners need to be aware of. - Vocabulary: Internet words and expressions come into existence quickly and

easily. - Orthography: Abbreviations, simplified (or absent) punctuation, lower-case

writing, and emoticons characterized “netspeak”. - Discourse threads: They overlap and appear out of sequence as turn-taking

rules are alternative and more dynamic. March 14th, 2017

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2.4. Digital natives and digital immigrants

Digital natives: Young people have a natural affinity with technology.

Digital immigrants: Adults and older people have a hard time using and working with technology.

Assumptions- All modern young people are intrinsically interested in, motivated by, and expert with digital

technologies. - Traditional adult people cannot acquire fluency in the use of digital technologies. - Age is the main reason why people feel more or less confident with new technology.- Young people are informed and familiar with the wide range of digital tools that are available.

New teaching techniques and strategies are needed to respond to the change in the way that young people’s brains work as they need more visual stimulus, more use of didactic games, and more use of short- term rewards. March 14th, 2017

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2.5. The role of hardwareMobile and ubiquitous computing: Technologies that give people constant and instant access to digital technology wherever they are.

Tablet computers: Transportable computer-like devices with medium-size screens and onscreen keyboards that offer users high-quality hardware and apps.

Smartphones: They are fast and modern phones that incorporate apps and tools for text, audio, visual, and other types of electronic and real-time messages.

Featurephones: They include some apps –particularly social networking- tools and provide internet access. They include basic cameras.

Dumbphones: Basic phones for phone calls and text messaging alone.

What technology to use? Think about the context in which communication takes place, the characteristics of the communicative event, and the language needed for that event.

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3. Teachers using technology

Skills needed by language teachers.

Teacher resistance

Teachers’ roles

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3.1. Skills needed by language teachers

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3.2. Teacher resistance- Early adopters: Teachers who pioneer in the use of websites and learning

software.- Institutional followers: Teachers who are instructed on the use of audio and video

posts, collaborative tools (discussion boards, wikis and blogs), and online tools (quizzes, surveys, conferences).

Institutional learning management systems (LMS) or virtual learning environments (VLE)- Tend to be institution-led rather than teacher-led.- Promote individualism, superficial communication, and linear reasoning. - Prevent higher-level skills, such as creativity and choice, and a personal teacher

style. March 14th, 2017

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3. Teacher resistanceInteractive white boards (IWB)

- Allow for a more personal teacher style.- Answer to students’ needs and interest. - Allow the display of visual, audio and text material.- Encourage teachers to prepare or adapt materials as well as use tools for writing

and drawing. March 14th, 2017

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3.3. Teachers’ roles

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References

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Bax, S. (2003). CALL - past, present and future. System, 31(1): 13-28.

Hampel, R. & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-326.

Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). New York: Cambridge University Press.

Walker, A., & White, D. (2013). Technology enhanced language learning. Oxford: Oxford University Press.